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Differentiation Handbook: Strategies and Examples Grades K-2, created by Dr. Jessica Hockett for TDOE 1

All Children Challenged and Equipped for

Success in School

Differentiation Strategies and Examples: Grades K-2*

Created for the Tennessee Department of Education

By Dr. Jessica A. Hockett

*Please note: This is a draft preview of this handbook. We are working with educators

to refine the content and format.

Portions derived from the following sources:

Tomlinson C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. (2nd ed).

Alexandria, VA: ASCD.

Doubet, K.J., & Hockett, J.A. (2017). Differentiation in Elementary Schools: Strategies to Engage and

Equip All Learners. Alexandria, VA: ASCD.

Tomlinson, C.A., & Sousa, D. (2011). Differentiation and the Brain: How Neuroscience Supports the Learner-

Friendly Classroom. Solution Tree.


Contents

1. Introduction

2. What is Differentiation?

a. Misconceptions & Truths

b. The Philosophy, Practices, & Principles of Differentiation

c. Model for Differentiation of Instruction

3. A Process for Planning Differentiated Lessons

4. Standards and KUDs: Beginning with the End in Mind

5. Differentiating for Student Readiness

a. Uncovering Student Readiness

b. Using Pre-Assessment to Uncover Student Readiness

c. Using Formative Assessment to Uncover Student Readiness

d. Strategies for Differentiating for Student Readiness

General Examples of Adjusting Content, Process, & Product for Readiness

Graphic Organizers

Tiered Tasks

ThinkDots

Role Cards: Looking Lenses & Discussion Duties

Stations

Contracts

Agendas

Small-Group Instruction

6. Differentiating for Student Interest

a. Uncovering Student Interest

b. Strategies for Differentiating for Student Interest

General Examples of Adjusting Content, Process, & Product for Interest

Interest Centers

Jigsaw

RAFTs

Choice Grids

Learning Menus

7. Differentiating for Student Learning Profile

a. Uncovering Student Learning Profile

b. Strategies for Differentiating for Student Learning Profile

General Examples of Adjusting Content, Process, & Product for Learning Profile

Entry Points

Tri-Mind

Thinking Caps

VAK Tasks

Multiple Intelligences (MI): 8 Ways & The Profiler

8. Appendix: Planning Templates


Introduction

This handbook was designed by the Tennessee Department of Education to accompany

professional learning on differentiated instruction. It features content and strategies from face-

to-face workshops, as well as additional content designed to extend teacher understanding and

support teachers as they design differentiated lessons and tasks in their own classrooms.

Differentiation is not new. Effective teachers have always taught in ways that acknowledge and

respond to their students’ shared and individual needs. At the same time, research reveals that

differentiation is not well-understood or consistently and thoughtfully applied, regardless of

grade level, subject area, or teaching context. In other words, many teachers recognize the need

for differentiation; fewer teachers feel equipped with a clear understanding of how to do it well.

With that in mind, this handbook strives to balance clarifying what differentiation is—and isn’t—

with building teachers’ skills in planning for and implementing differentiation. The first pages are

dedicated to defining differentiation using a model developed by Dr. Carol Ann Tomlinson, who

is widely regarded as the international expert in differentiated instruction. The remaining pages

provide explicit guidance for how to design differentiated lessons and tasks, beginning with clear

learning goals derived from standards and extending to specific adjustments that teachers can

make to content, process, and product for student readiness, interest, and learning profile. This

handbook makes several assumptions that are important for teachers and leaders to note:

Differentiation is a journey for the teaching life. Most teachers practice some form of differentiation

as proactive planning for students’ varied needs. At the same time, fully realized, differentiation is a

complex endeavor that requires a range of sophisticated skills that are developed over time and with

practice. This handbook provides teachers at all levels of expertise with insights and tools for their own

professional growth.

Examples are instructive and illustrative. The examples provided in this handbook represent a range

of content areas and grade levels, are aligned with standards, and take the developmental needs of

various groups of learners into account. However, teachers are expected and encouraged to adapt these

examples to best fit their purposes. No example of differentiation is an optimal fit for every context, every

teacher, every classroom, and every learner. There are many other strategies and applications that

teachers can use to respond to learner needs. Also, examples assume that not all students read

independently and that tasks will often be delivered orally or with other supports.

Collaboration and feedback aid are critical to teacher growth. Although this handbook can be used by

individual teachers, the content, strategies, and examples are best leveraged in professional learning and

other school-based context where teachers are collaborating with colleagues to develop, refine, and

receive feedback on their ideas.


What Is Differentiation?

Differentiation Misconceptions & Truths

There is a wide range of definitions of and beliefs about differentiation, including

misconceptions about what it is and isn’t. The table below shows some of these misconceptions,

alongside corrective “truths”.

Portions adapted from Tomlinson (2014) Tomlinson, Narvaez, & Brimijoin (2008), and Doubet & Hockett (2015; 2017)

Misconception Truth

Differentiation is new, or the latest educational “fad.” Differentiation is as old as the craft of teaching and will

never go “out of style.”

Differentiation is a set of strategies, tools, or teaching

tricks.

Differentiation is a philosophy of and model for

effective teaching and learning that goes beyond

strategies.

Differentiation should happen every day, or

differentiation should only happen once in a while.

Differentiation is a potential response to regular and

ongoing analysis of students’ characteristics and

students’ learning.

Differentiation requires writing individualized lesson

plans for every student.

Differentiation calls for instructional adjustments that

responds to patterns in student needs.

Differentiation doesn’t allow for whole-class

instruction.

Differentiation incorporates a range of instructional

strategies, including whole-class instruction.

Differentiation relies on “leveling” students through

ability grouping.

Differentiation relies on flexible grouping for a variety

of community-building and instructional purposes.

Differentiation is giving some students “low level”

tasks and other students “high level” tasks.

Differentiation calls for respectful tasks that respond to

students’ readiness, interest, and learning preferences.

Differentiation is better for (or easier in) some grade-

levels or subjects than others.

Differentiation is for all grade levels and subjects. Each

subject and grade level presents unique opportunities

for & challenges to planning for differentiation.

Differentiation lets some students “out” of standards. Differentiation is the means by which all students

make progress toward and beyond standards.

Differentiation is primarily an approach to teaching

certain groups of students (e.g., students with IEPs,

English language learners, gifted students) or to

teaching in special programs or settings.

Differentiation is necessary for teaching all students in

all kinds of settings, including the general education

classroom.

Differentiation is just another name for “good

teaching.”

Differentiation is rooted in good teaching, but good

teaching isn’t always differentiated.


The Philosophy, Practices, and Principles of Differentiation

Differentiation is both a philosophy and a principle- and practice-driven model for effective

teaching and learning. Understanding the big picture of differentiation as well as the key

components is critical to implementing it in today’s classrooms.

The Philosophy of Differentiation (Tomlinson, 2014)

Most of what teachers do in their classrooms is guided by their own philosophy of teaching and

learning. Differentiation works best in classrooms where certain beliefs motivate why, what, and

how teachers approach planning for and responding to student differences (Tomlinson, 2014).

Four tenets about the capabilities and potential of all students, and about the role and

responsibility of all teachers, represent assumptions of the teacher of a differentiated

classroom.

1. Diversity is normal and valuable.

The teacher of a differentiated classroom understands and embraces the reality that

students represent a rich range of diverse experiences and characteristics. Differences are

something to celebrate, rather than something to ignore or to “fix”; they are assets, not

liabilities, to the classroom community. The teacher honors who students are as individuals

and as a group, based on shared and unique traits.

2. Every child has hidden and extensive capacity to learn. The

teacher of a differentiated classroom knows that traditional measures of ability such

standardized test scores and grades don’t tell the whole story of who a student is or what a

student can do. The teacher assumes that every student can learn and that a student’s

greatest strengths may be “under the surface” and require the teacher to “dig deep” to

uncover what will help that student learn and grow.

3. It is the teacher’s responsibility to be the engineer of student success.

The teacher of a differentiated classroom defines student success as growth toward and

beyond goals, as well as growth relative to oneself (e.g., where you started compared to

where you “ended up”). This growth doesn’t happen by accident; it’s the result of the teacher

taking ownership of and intentionally planning for all students’ learning. Such teachers don't

dismiss or minimize a student’s chances for success based on (for example) student’s English

language skills, IEP, or home life. They commit to doing what they can with the time they

have to make sure every child grows.

4. Educators should be the champions of every student who enters the schoolhouse

doors.

The teacher of a differentiated classroom believes that educators are champions for all

students and is herself an advocate of every child in her charge. This includes children who

are easy to miss hard and those who are hard to ignore; children who are academically far

behind and those far ahead; and children who have many advantages and those who have

very few advantages.

These four beliefs lay a philosophical groundwork for differentiation to take root. It’s easy to


picture differentiation being implemented in the classroom of a teacher who holds these

convictions. It’s hard, by contrast, to picture differentiation being implemented in the classroom

of a teacher who believes that diversity is undesirable or a nuisance; that some children can

learn but others can’t; that student success is determined by factors beyond the teacher’s

control; or that some children aren’t reachable or teachable.

Teachers of differentiated classrooms understand that their role has limits, but they are

convinced that they have the power and responsibility to effect growth in all children in diverse

classrooms.

The Practices & Principles of Differentiation

Differentiating instruction involves making proactive adjustments to what students learn

(content), how they learn it (process), and how they show what they learn (product), according to

students’ individual and shared characteristics. The Model for Differentiation of Instruction on

the next page is adapted from Carol Tomlinson’s Model for Differentiation of Instruction. This

model is comprised of practices and principles that, read together, provide a definition of

differentiation:

When teachers differentiate, they make proactive adjustments to content, process, and product,

according to patterns in student readiness, interest, or learning profile, using instructional strategies,

informed by standards-aligned learning goals; pre- and formative assessment; and interest/preference

surveys and inventories, implemented through varied instructional groupings, flexible classroom

routines, and efficient management tools and techniques in the context of supportive, growth-

oriented, community-centered classrooms.


Model for Differentiation of Instruction Based on Tomlinson, 2014

When teachers differentiate, they make proactive adjustments to

Content

Process

Product

The information, ideas, and skills

that students will “take in” or

grapple with in order to reach

the leaning goals.

The activities through which

students take in and make sense of

key ideas in the content using

essential knowledge and skills

How students demonstrate and

extend what they know,

understand, and can do as a

result of a unit or series of

lessons.

according to patterns in student

Readiness

Interests

Learning Profile

The student’s proximity to

specified learning goals.

The student’s personal and

situational passions, affinities, and

kinships that motivate learning

The student’s preferred

approaches to learning, as

influenced by thinking style,

intelligence preference, cultural

background, or gender.

using instructional strategies such as

Graphic Organizers

Tiered Tasks

ThinkDots

Learning Stations

Contracts & Agendas

Role Cards

Small-Group Instruction

Jigsaw

RAFTs

Choice Grids

Learning Menus

Interest Centers

Entry Points

Tri-Mind

Thinking Caps

VAK Tasks (Expression Options)

MI (Multiple Intelligences)

informed by

Standards-aligned learning goals (KUDs)

Pre-assessment and formative assessment

Interest and preference surveys and inventories

and implemented through

Varied instructional groupings

Flexible classroom routines

Efficient management techniques and tools

in the context of

Supportive, growth-oriented, community-centered classroom environments.


A Process for Planning & Implementing Differentiated

Lessons There is no single process or “recipe” for planning and implementing differentiated lessons. In

reality, a differentiated lesson involves the same elements of any quality lesson: clear learning

goals, well-designed instruction, high level questions, rich tasks, opportunities for formative

assessment, strong management, etc. When a lesson is differentiated, this means that, at some

point, students will be working toward the same learning goals (KUDs), but in different ways.

Although instructional planning is an iterative process, designing differentiated lessons can be

viewed as a general sequence of actions, guided by key questions. This process is outlined in the

graphic below. Teachers can change or add to this visual to better reflect or capture their own

thinking.

Identify Learning Goals (KUDs)

and related Standards

Gather evidence of student

readiness, interest, or

learning profile.

Draft lesson sequence.

Analyze lesson for

differentiation opportunities.

• What should students Know, Understand, and Be

Able to Do as a result of the lesson? What

knowledge, insights, and skills does it target?

With what standards is it aligned?

• What is the purpose of this lesson? Where does it

“fit” in the bigger picture?

• “Where” are students relative to the learning

goals (readiness)? How do I know?

• How motivated are students about/by this lesson

content (interest)? How do I know?

• What preferences in learning matter for this

lesson (learning profile)?

• What does the “ideal” lesson sequence around

these learning goals look like or involve?

• What do the general patterns in student

readiness, interest, or learning profiles suggest

would be good for all students to experience and

do?

• What does the evidence suggest needs to be

differentiated? What might some students

struggle with? Where might some students need

a “push”?

• Are there places in the lesson to leverage student

interest? What can I adjust for differences in

learning preference? •


The Differentiation Lesson-Planning Menu in the Appendix on page ____ aligns with the model

outlined above and further scaffolds the process of planning differentiated lessons. Not all

applications of differentiation are best thought of as “lessons,” and not all lessons need to be

differentiated. The menu identifies possible components of lessons and prompts the lesson-

designer to consider how a lesson might involve, including what strategies for differentiation in

this handbook might be applied. It can be used for individual or collaborative planning. The

intent is to show how differentiation is connected to lesson planning in general—not to suggest

that all lessons (differentiated or otherwise) should be planned with this menu.

Standards & KUDs: Beginning with the End in Mind The Tennessee Academic Standards outline expectations for what students will know and be able to do at

the end of a grade for each subject area (e.g., English language arts, mathematics, science, social

studies, etc.). They provide a framework for designing curricular units and lessons, as well as

clarity for teachers about what students should be working toward (or beyond), at minimum, as

the year progresses.

Plan lesson “mechanics”

(management).

• What strategies can I use to design and deliver

differentiated tasks?

• How can I ensure that all students are working

with high-level tasks that are aligned with the

learning goals?

• Did students make progress toward or reach the

learning goals? How do I know? What’s the

evidence?

• What do the patterns suggest that some or all

students need next? How does what happened in

inform upcoming lessons?

Design differentiated learning

experiences & tasks.

• How will the lesson “go” and “flow”?

• What do I need to have in place before or during

the lesson to ensure student clarity and success?

• How will I launch & orchestrate differentiated

aspects of the lesson?

• How might I monitor student progress? How

might I check for understanding?

Implement lesson;

evaluate evidence of

student learning.


When teachers plan units and lessons with student needs in mind, the standards are a starting

point for more fully articulating what students should Know (K), Understand (U), and be able

to Do (D) as a result of teaching and learning (Tomlinson, 2004). This “K-U-D” approach is a way

to translate standards into lesson and unit learning goals that should be the focus of classroom

assessment, instruction, and differentiation.

K - What Students Should KNOW

A know goal is the knowledge that students should acquire in a lesson or unit of study. This

includes information that can be acquired through memorization, such as facts or categories of

facts, dates, names of people or places, names and details of important events, definitions of

terms or concepts, academic vocabulary, steps in a process, or rules.

Example know goals derived from the Tennessee Academic Standards in grades K-2 follow:

KNOW Goal Examples

• National symbols of the United States, such as the bald eagle, Statue of Liberty, and

the White House

• The name of the current U.S. President

• Examples of goods and services that people can buy, use, and provide

• The lyrics of “The Star-Spangled Banner”

• Names and values of the penny, nickel, dime, and quarter

• >, =, < (greater than, equal to, less than)

• Shapes have attributes. Some attributes define the shape (e.g., number of sides and

vertices); some attributes only describe the shape (e.g., color, orientation, overall

size).

• Units of measurement for length: inches, feel, yards, centimeters, and meters

• Observable properties of matter (color, texture, hardness, and flexibility)

• The life cycle of a plant

• Friction is the resistance that one surface or object encounters when moving over or

against another.

• The author is the person who writes the story. The illustrator is the person who

produces the pictures in a story (i.e., the illustrations).

• An opinion is what someone thinks, prefers, or believes about something (e.g., a topic,

a book).

The kind of information in a know goal is easy for students to forget if it isn’t “attached” to bigger

ideas and understand goals.

U - What Students Should UNDERSTAND

An understand goal is an insight, truth, or “a-ha” that students should gain as a result of

acquiring content and skills. An understand goal represents an idea that will last beyond a single

lesson or unit—it has “staying power.” An understand goal often makes a statement about or

connects concepts. A concept is a broad abstract idea, typically one to two words, under which

various topics and facts can fit (Erickson, 2002). They can be general or discipline-specific.

Examples include needs and wants, change, system, pattern, and narrative. Direct or implied


concepts are underlined in the understand goal examples that follow, which are derived from

the Tennessee Academic Standards:

UNDERSTAND Goal Examples

• Holidays are celebrations that honor events and people who are important to our

country, state, or community. (Kindergarten History)

• Rules help communities uphold justice and fairness. (Kindergarten Government &

Civics)

• Life in the past is both similar to and different from life in the present. (Grade 1

History)

• Globes and maps provide different perspectives on the geography of a place. (Grade 2

Geography)

• Waves move in patterns. (Grade 1 Science)

• Animals can be classified based on their physical characteristics. (Grade 2 Science)

• Matter can exist in different states (solid and liquid) and has properties that can be

observed and tested. (Kindergarten Science)

• Addition is “putting together” and “adding to” numbers; subtraction is “taking apart”

and “taking from” numbers. (Kindergarten Mathematics)

• The equal sign shows balance between the values on both sides of an equation.

(Grade 1 Mathematics)

• Standard units of measurement make communication about measurement clearer,

easier, and faster. (Grade 2 Mathematics)

• Writing is a process that takes time and practice. (Kindergarten ELA)

• Stories have a structure. (Grade 1 ELA)

• Fluent readers read “smoothly,” with accuracy and expression at an appropriate rate.

(Grade 2 ELA)

Teachers of younger students can also craft understand goals in more student-friendly language

that suggests certain words or concepts without stating them outright. In grades K-2, it’s also

worth noting that some ideas that would be KNOW goals with older students or later in the year

are appropriate to treat as understand goals when they are first being introduced. Using “I” or

“we” in an understand goal is another way to tailor it to primary-grades learners. Examples that

illustrate these guidelines follow:

• I have a history, you have a history, “we” have a history.

• Patterns repeat.

• We read to find out about ourselves and the world around us.

• When there isn’t “enough” [scarcity] or there’s “too much” [surplus], consumers and

producers must make choices.

• Shapes can be combined to make larger shapes [composition] and divided to make

smaller shapes [decomposition].

Understanding is distinct from knowledge in that a teacher can’t be certain that a student grasps

an understanding simply because the student says it. Understanding needs to be “unpacked”.


Students do this by using what they know and can do to show what they understand. For

example, if kindergarteners really understand that People meet needs and wants by working in jobs

and through buying and selling, they can give examples of needs and wants, explain the

connection between having a job and meeting needs and wants, describe what happens when

people buy and sell things, etc.

D - What Students Should Be Able to DO

A do goal articulates skills that students should master. These can be thinking skills,

organizational skills, habits of mind, procedural skills, or skills associated with a discipline (e.g.,

science, cartography, mathematics). Despite their name, do goals do not describe activities that

students will do or complete (e.g., “Do a worksheet on characters,” “Do addition problems,”

“Complete a Learning Menu”). Instead, a do goal focuses on a transferable action that takes

place first in the learner’s mind. For example, decoding grade-level text or analyzing and

interpreting data from observations are both do goals. Neither of these skills refers to a specific

activity, and different activities could be used to exercise or carry out these skills.

Example do goals from the Tennessee Academic Standards follow:

DO Goals Examples

• Locate Tennessee and the United States on a map. (Geo K.14)

• Re-tell stories from folktales, myths, and legends from other cultures. (Culture 1.3)

• Compare the branches of Tennessee’s government to the national government. (Gov.

2.23)

• Construct a timeline to depict the evolution of a technology over time. (History 2.38)

• Describe measureable attributes of objects, such as length or weight. (K.MD.A.1)

• Determine if equations involving addition and subtraction are true or false. (1.OA.D.7)

• Fluently add and subtract within 30 using mental strategies. (2.OA.B.2)

• Explain how humans use their five senses in making scientific findings. (K.LS1.3)

• Illustrate and summarize the life cycle of plants. (1.LS1.2)

• Analyze the push or pull that occurs when objects collide or are connected. (2.PS.1)

• With prompting and support, ask and answer questions about key details in a text.

(ELA.Lit.1)

• Use verbs to convey a sense of past, present, and future. (ELA.Lang.1.c.)

• Create audio recordings of stories or poems. (ELA.S&L.2.5)

State Standards and KUDs

Although the Tennessee State Standards are not written specifically as “Know, Understand, and

Do” goals, teachers can derive KUDs from the standards. An example using Tennessee State

Standards in social studies (Economics) illustrates this well.


From Kindergarten – The World Around Us

Economics

K.5 Distinguish between wants and needs.

Kinder.6 Identify and explain how the basic human needs of food,

clothing, shelter and transportation are met.

Kinder.7 Explain the benefits of saving money.

Kinder.8 Explain why people work and recognize different types of jobs,

including work done in the home, school, and community.

Kinder.9 Give examples of how family members, friends, and/or

acquaintances use money directly or indirectly (cash, check or credit

card) to make purchases.

Kinder.10 Use words relating to work including wants, needs, jobs,

money, buying and selling, in writing, drawing and conversation.

These standards are written as do goals (skill goals): each one begins with a “thinking” verb and

can be demonstrated in more than one way.

There are also numerous know goals—among them key terms and concepts like wants, needs,

money, cash, check, jobs, and credit card—that will need to be instructed at a level that

kindergarteners can grasp. This means that the teacher has to decide how to define and

contextualize this knowledge.

Understand goals are not explicit in these standards but can be “teased out.” This can begin

with identifying the most important concept(s) that “cut across” the standards and can be used

to organize the standards. Needs and wants, buying and selling, and spending and saving stand out.

Concepts that are not explicit but might be critical include the ideas of balance and choice. The

course description for Kindergarten – The World Around Us in the state standards also says that

[Students] will identify basic needs and describe the ways families produce, consume, and exchange

goods and services in their communities. So, an emphasis on family might also be incorporated in

the understand goals.

Bringing these concepts and topics together in various statements that can logically complete

the stem “students will understand that…” can yield potential understand goals.


Below are example KUD learning goals for a unit or series of lessons on needs and wants. This is

only one possibility. Teachers may generate a set of KUDs that is different from this example, in

their own efforts to translate the standards.

KUD Learning Goals for Needs and Wants (Kindergarten)

Derived from the Tennessee State Standards in Social Studies: Economics

Know Goals

• K1. A need is something that humans have to have in order to live and work (e.g., food,

clothing, shelter, transportation).

• K2. A want is something a person would like to have, but doesn’t need in order to live

and work.

• K3. Money is coins, paper bills, and checks that people use for buying and selling needs

and wants.

• K4. Ways people make purchases with money: cash, check, debit card, credit card

• K5. A job is work a person does to meet a responsibility at home, at school, or in the

community. People can earn money through some jobs.

• K6. Benefits of saving money: meeting own needs and wants, meeting others’ needs

and wants

Understand Goals

• U1: Families have needs, and families have wants.

• U2: Families meet needs and wants by working in jobs and through buying and selling.

• U3: Families balance their needs and wants by making choices about saving and

spending money.

Do Goals

• D1: Distinguish between a family’s needs and wants.

• D2: Identify and explain how families meet the basic human needs of food, clothing,

shelter, and transportation.

• D3: Explain the benefits of a family saving money.

• D4: Explain why people work and recognize different types of jobs, including work

done in the home, school, and community.

• D5: Give examples of how family members, friends, and/or acquaintances use money

directly or indirectly to make purchases.

• D5: Use words relating to work in writing, drawing, and conversation.

KUDs and Differentiation What do KUDs have to do with differentiation? One way of

thinking about differentiation is providing different “routes” to the same destination. In planning

differentiated lesson and tasks, teachers must focus all learning experiences on the same goals.

Otherwise, students are likely to be engaged with work that is different, but not differentiated.

KUDs provide a clear direction for the teacher as he or she considers various pathways to

common goals that students might take. In other words, KUDs are the starting point for planning

tasks that are differentiated for readiness, interest, and learning profile. Many examples

featured in the next sections of this handbook show KUD goals aligned to differentiated tasks.


Uncovering Student Readiness through

Classroom Pre-Assessment and Formative Assessment

What is Readiness?

Readiness is a student’s proximity to the learning goals at a specific point in time (Tomlinson,

2014); it’s “where” the student “is” relative to where the learning goals say the student should be.

A student’s readiness can vary from lesson to lesson, skill to skill, and concept to concept.

Readiness is not the same thing as ability. Ability implies something more “fixed” that is used

to talk about a student’s overall capacity as a learner or in a subject; whereas, readiness is

more fluid and progress oriented. Readiness is also more consistent with research on the

relationship between a person’s beliefs about the nature of intelligence and his/her

motivation to learn and persist in the face of challenge. Teachers (and students) who believe

that intelligence is subject to change and development are more likely to have a growth

mindset than those who do not (Dweck, 2006).

Readiness is one of three sets of student characteristics for which teachers can

differentiate content, process, and/or product. The other two—interest and learning

profile—are addressed in other parts of this handbook. However, a student’s interest and

learning profile can influence his or her readiness. That is, when tasks have been

differentiated for interest or learning profile, a student may seem more ready than he or

she would otherwise.

Note: In the primary grades, “readiness” sometimes denotes an activity that can be used to

“get students ready” for an upcoming concept or skill. Differentiation for student readiness

may do much to “get students ready” but that use of “readiness” is not the same use as in

this handbook.

How Do Teachers Gauge Student Readiness?

There are several sources that teachers can use to gauge student readiness:

Classroom-based informative assessments. These are assessments that teachers give

at the classroom level to inform their instructional planning and decision making. They

are aligned with current or upcoming learning goals and require oral, written, or

performance-based responses from students. The teacher knows what the assessment

items are and is able to see and make sense of how students responded. Such

assessments can be designed by the classroom teacher or can come from other sources

(e.g., district curricula). Specifically, pre-assessments (given before a unit of study or

series of lessons around a specific topic, concept, or set of skills begins) and formative


assessments (given during the instructional cycle, to check whether students are

grasping the learning goals) are a teacher’s most powerful tools for tapping into students’

understanding, knowledge, and skill if assessment items are goal-aligned and

thoughtfully designed. Summative assessments (given at or toward the end of period of

study to judge or certify what the student has learned) also yields evidence of student

readiness that can be used to inform planning in subsequent lessons or units. These

informative assessments are described in further detail with specific strategies and

examples in the following sections of this handbook.

Results from standardized assessments. Standardized assessments such as state-level

tests and universal screening tools can also provide evidence of student readiness. In

Tennessee, the state standardized assessments, called TNReady, are fully aligned to the

academic standards. Students and their families receive detailed individualized reports

that show students’ strengths, opportunities for growth, and suggested next steps.

Teachers receive class roster reports that identify areas where their students exceeded,

met, or were below expectations when compared to other students in Tennessee.

Teachers also receive standards analysis reports that outline how their students

performed on each tested standard. The results from these standardized assessments

can give teachers a starting point for discerning student readiness and help them

determine what they should informatively assess at the classroom level. You can learn

more at TNReady.gov.

Prior performance. A student’s performance in a prior grade level, on a prior classroom

assessment, or even in a prior unit of study can be an indicator of student readiness, but

like standardized assessment results and IEP/504 Plans, they should point the teacher

toward using pre- and formative assessment to uncover where the student is relative to

learning goals now. Because development can follow a bumpy, uneven trajectory (versus

a straight and predictable line), prior performance should be interpreted cautiously as

evidence of a student’s current readiness.

Individualized Education Plans (IEPs) and 504 Plans. IEPs and 504 plans outline

instructional accommodations and/or curricular modifications that a teacher makes in

response to specific student needs that have implications for how or what the student

learns. IEP and 504 plans provide general guidance for responding to specific aspects of

student readiness, but they are not a substitute for informatively assessing students

against actual lesson and unit learning goals. A student having an IEP or 504 plan does

not mean that he or she will necessarily have high or low readiness with certain content

or skills.

Other student characteristics. Characteristics such as a student’s proficiency with the

English language, stability of home life, cultural background, and ability to sustain

attention may influence his or her readiness—or how the teacher interprets his or her

readiness—but should not be used to characterize or make assumptions about student

readiness in the absence of assessment evidence.

http://www.tn.gov/education/topic/tnready


Pre-Assessment: Gauging Readiness Before Instruction

Summary

Pre-assessment is the process of gathering evidence of students’ readiness and interests prior to

beginning a unit or series of related lessons and then using that evidence to plan instruction that

will better meet learners’ needs (Doubet & Hockett, 2017). Pre-assessment gives teachers both a

“big picture” view of where a group of students is relative to goals as well as insights about

individual students’ thinking, skills, and preferences.

Differentiation Connection

Pre-assessment results can reveal what all students have or haven’t yet learned or grasped, and

point the teacher to which “area of the pool” is best for students to “jump in” (Tomlinson &

Moon, 2013)—which may be in the same place or in different places. The results of a pre-

assessment can also give teachers a sense of what lessons in the unit might need to be

differentiated for readiness, interest, or learning preference. Pre-assessment should not be used

to put students into static readiness groups for the duration of a unit. As a unit progresses,

teachers should use formative assessment to inform instructional decisions, including whether

and how to differentiate.

Design Guidelines

1. Identify the learning goals for the unit or series of lessons. What should students

understand, know, and be able to do? Also, consider pre-requisite goals that students at the

grade level should already know, understand, and be able to do, but might not.

2. Select goals for pre-assessment. Select unit learning goals or prerequisite goals for which

there is little existing or recent evidence of student readiness. Avoid trying to pre-assess

every goal in the unit.

3. Design pre-assessment items that align with the selected goals. Use open-ended

prompts that aim to capture what students do know, understand, and can do (versus what

they don’t). Use natural, grade-appropriate language and aim for quality over quantity. The

idea is not to scare students about upcoming content—or to make them feel badly about not

knowing something. Rather, the best items invite students to connect with the content and

skills and give them a taste of what they will be learning. Strategies such as those described

on page ___ can also be helpful in deciding how to frame pre-assessment prompts or

questions.

4. Optional: Pre-assess interest and learning preference. In addition to items that gauge

readiness, pre-assessment can also include items that gauge student interest or learning

preferences. Asking students about previous experience with a topic or skill, asking students

to rate their interest in particular topics in an upcoming unit, or asking students to express a

preference for how they might like to learn unit content are examples of potential items that

could be included on a pre-assessment. When students are surveyed only for their interest


and/or learning preferences, the term “survey” or “inventory” is a better descriptor than pre-

assessment. (See page ___ for examples.)

5. Articulate desired and/or expected responses. With all assessments, pre-assessment

included, be clear and specific about what the correct responses are, as well as what

responses are predictable, given the age and characteristics of the students.

6. Choose delivery, response, and documentation formats. Pre-assessment can be

delivered orally or by reading or displaying prompts, alone or in combination with images

and pictures, on paper, with physical materials/manipulatives, or via technology. Delivery can

be whole group, small group, or individual. Students can respond by speaking, drawing,

completing a task, performing, selecting from a set of choices, writing, or using cards,

clickers, or other signals. The teacher can gather and document responses using sticky notes,

audio-recording responses, taking pictures, or saving responses electronically.

Implementation Guidelines

When to give a pre-assessment. Pre-assessment is most useful when administered in

time to analyze the results and make up-front adjustments to unit or lesson plans.

Usually, this means several days before a unit begins.

What to tell students. Students of all ages can understand the idea of getting a “check-

up” at the doctor. Consider using this or a similar analogy when first engaging students in

pre-assessment, with an emphasis on you trying to find out as much as possible about

what students have already learned and experienced so that you can be a better teacher.

Having students revisit and rethink their pre-assessment responses is also a way to frame

the process around students’ growth, versus on their performance.

Analyzing the results. Review/read through student responses and note the general

themes and patterns for the class as a whole. Questions to consider include the

following:

What do all or many students seem to grasp well, or better than expected?

What do all or many students seem to not yet understand, know, or be able to

do?

What do students’ responses reveal about their misconceptions or “gaps”?

Planning from the results. Use the themes and patterns to inform or make revisions to

the unit plan or specific lesson plans and tasks. Student responses can provide ideas for

lesson hooks or activities (this includes using unidentified student responses in lessons),

evidence for which lessons or tasks need to be differentiated for readiness (or interest or

learning preference) and which ones do not, and the basis for documenting individual or

class growth.


Pre-Assessment Strategy Examples

K-W-L (Ogle, 1986)

Developed as an active reading strategy, K-W-L builds on students’ prior knowledge and current

interest in a concept or topic to provide a framework for acquiring information via text or other

sources. Students revisit their ideas and questions to consider what they found out. The teacher

begins by having students brainstorm what they already know, or think they know, (K) about a

topic, as well as what they want to learn (W) about it. After reading about the topic, students

return to the K and the W to discuss what they have learned (L) and still want to learn. K-W-L is

a pre-assessment of individual students only when used as such. For example, a whole-class

KWL discussion may give the teacher clues about some students’ thinking, but is less helpful for

determining how each student is approaching a topic. Individual or small-group interviews, or

having students write or draw items in the K and W columns on their own charts, can help

capture each child’s thinking.

Interviews (Small-Group/Individual)

Small-group and individual interviews are ideal approaches to pre-assessing students. Teacher

can pose initial and follow-up questions to probe student understanding and knowledge, as well

as the “why” behind their thinking. Prompts and questions can be more open (e.g., “Tell me

about your favorite story.”) or more closed (e.g., “What is the main problem in your favorite

story?”), more simple (e.g., “Name some shapes you know.”) or more complex (e.g., “How would

you describe this triangle to someone who couldn’t see it?”). Documentation is a key component

of interviews, whether written, recorded, or photographed.

Coming Soon…

Coming Soon…is a strategy that builds on students’ familiarity with movie or television show

“previews” or trailers. Showing a brief real-life preview from an animated film can help provide

context for the strategy. The teacher shares a series of statements with which students can

agree or disagree with, based on their current understanding or experiences (e.g., “The harder

an object is pushed, the faster it moves.”). The statements can be displayed and read aloud for

student response via color cards, hand signals, umbers, and/or printed on paper. This approach

can also include display images related to unit content or skills for students to consider or apply.

For example, a teacher shares images taken in different seasons before a weather unit, and asks

students to write the name or first letter of the season in the photo.

Performance-Based Task

In a primary classroom, a performance-based task is any task that a student completes that

requires a constructed response. Used as pre-assessment, a performance-based task can help

teachers better see how a student makes sense of content and ideas, and/or how they apply

skills. The task might involve creating, selecting, sorting, comparing, solving, and interpreting. For

example, a teacher asks students to make a simple map of the classroom, with an X on the

student’s own seat/desk. Typically, performance-based tasks also create an opportunity for

students to explain their thinking. For example, students write two numbers between 1 and 10,

circle the number that is “more,” and explain (orally) why they think that number is “more.”


Pre-Assessment Item Examples


Formative Assessment: Gauging Readiness During Instruction

Summary

Formative assessment (sometimes called ongoing assessment) is the ongoing process of taking

regular and varied snapshots of students’ learning during or after a lesson (or series of lessons)

to inform next steps in instructional planning (Doubet & Hockett, 2017). Formative assessment

can be formal or informal. Formal formative assessment usually involves more planning on the

teacher’s part, a set time and process for implementation, and formalized documentation of

student thinking and skill. Informal formative assessment may involve less teacher preparation,

be administered “on the go” (Tomlinson & Moon, 2013), and invite less formalized

documentation.


Formative assessment is the “fuel” for readiness-based differentiation. Through formative

assessment, teachers can see what kind of impact their teaching is having on student learning.

At its best, formative assessment captures and reveals the nuances of what students are and

aren’t grasping. By studying the results of formative assessment, teachers are able to better

detect patterns in student readiness and decide whether to differentiate a lesson or task in

response. For example, a teacher may notice a single overall pattern in student responses. That

pattern may align well with the teacher’s existing instructional plan, or it might call for

adjustments to upcoming lessons. The results may also reveal multiple patterns in student

thinking and skill, some of which are significant enough to compel differentiation of content,

process, and/or product for student readiness.

Design Guidelines

The process of designing formative assessments is much like designing pre-assessments. A key

difference between formative assessment and pre-assessment is when in the instructional cycle the

assessment is given and what it “assumes” that students have learned. Formative assessments are also

usually limited in scope, focusing on gauging student learning after one or several lessons.

1. Decide at which points in the unit of study or series of lessons to formatively assess

students. Plan formative assessments by considering the points in a unit or lesson

sequence when it is important and necessary to check if students are grasping key ideas

and skills. At what points is it most critical to identify misconceptions? Where will students

have had practice with skills that are building blocks for next steps? What ideas should be

“sticking” before moving forward? Potentially, every lesson and task can generate

evidence of student learning for formatively assessing students. But, decide at what

points formative assessment should be conducted more formally or intentionally, with

analysis of individual students’ responses.


2. Design formative assessment items that align with critical learning goals. The best

formative assessment items have certain characteristics; namely, they:

are aligned with important learning goals (KUDs);

invite application and transfer (versus only memorization);

require responses that can be evaluated efficiently; and

reveal both what students are grasping and how well they are grasping it.

Frameworks like Bloom’s Revised Taxonomy or the Six Facets of Understanding (Wiggins &

McTighe, 1998) can be useful for generating ideas for prompts that represent various

levels of cognition. Strategies such as those described on page ____ can also be helpful in

deciding how to frame formative assessment prompts or questions. Use a variety of

formative assessment items and strategies over the course of a unit to enhance student

engagement and offer different ways for students to show what they are learning.

3. Articulate desired and/or expected responses. Be clear and specific about what

correct responses might look or sound like, as well as what responses are predictable,

given how students tend to make sense of and apply the ideas and skills being assessed.

Consider, too, what implications the responses might have for instruction. In general,

formative assessments that are narrowly focused on single correct answers aren’t likely

to provide information that can drive instruction, including differentiation for readiness.

4. Choose delivery, response, and documentation formats. Like pre-assessment,

formative assessment can be delivered orally or by reading or displaying prompts, alone

or in combination with images and pictures, on paper, with physical

materials/manipulatives, or via technology. Delivery can be whole group, small group, or

individual. Students can respond by speaking, drawing, completing a tasks, performing,

selecting from a set of choices, writing, or using cards, clickers, or other signals. The

teacher can gather and document responses using sticky notes, audio-recording

responses, taking pictures, or saving responses electronically.


When to formatively assess. Administer formative assessment throughout a unit of

study or across a series of lessons at the key points identified in advance, as well as at

times that it seems important to check in with students to see if they’re getting it.

Frequent formative assessment checks keep assumptions at bay by confirming or

challenging the teacher’s thinking about what and how individual students are learning.

What to tell students. In the primary-grade classroom, many formative assessment

opportunities do not need to be announced or labeled as such. In general, it’s advisable

to make students feel comfortable about showing what they know, with advance

preparation or notice for more formalized whole-group or individual formative

assessments. Use phrases like “check-up” or the name of the specific strategy or tool

being used to acclimate students to the act and purpose of formative assessment without

using the term itself.


Analyzing the results. Review student responses and note the general themes and

patterns for the class as a whole. Questions to consider include the following:

What do all, many, some, or few students seem to grasp well, or better than

expected?

What do all, many, some, or few students seem to not yet understand, know, or be

able to do?

What do groups of or individual students’ responses reveal about their

misconceptions or “gaps”?

What do the misconceptions or gaps imply or suggest that these students need,

instructionally? How can the misconceptions(s) be corrected and the gap(s) closed?

Planning from the results. When formative assessment points to the need for

readiness differentiation, consider using strategies such as those described on page ____.


Formative Assessment Strategy Examples

Frayer Models

The traditional Frayer Model (sometimes called Frayer Diagram) is four-quadrant table centered

on a term, concept, idea, or topic for which students construct a definition characteristics or

attributes, and examples and non-examples. The Frayer Model can also be used as a pre-

assessment strategy and as a whole-group instructional activity. Example topics include

community, patterns, triangles, rules and laws, and habitat. The categories in each section can

be modified to suit the focus.

Concept: __________________________

Definition

Characteristics

Examples

Non-Examples

Entry/Exit Tickets

An entry or exit ticket is a response to 1-3 prompts or questions that students complete at the

beginning or at the end of a lesson. Students can write or draw responses on index cards, sticky

notes, or full-sized paper, or they can share or record their answers orally.

Quick Quizzes/Check-Ups

With upper-elementary grades students (and older), a quiz typically refers to a series of

formative assessment items (prompts, questions) that students respond to “on-demand” in a

single sitting. In primary classrooms, the terms quiz, quick quiz, or check-up can be used to refer

to such formal formative assessment opportunities in which students are responding orally, in

writing, or through a task(s).

White Boards

White boards can be used anytime during a whole-class or small-group lesson—or in individual

conferences—to assess students using one or more prompts, without having to collect

responses. They work best when each student has his/her own board and with prompts that

require depictions, representations, and/or simple written responses. Students can hold up their

boards facing the teacher (or peers) when finished, or keep their boards flat for the teacher (or

peers) to see and take note of. The teacher can document responses or respond “in the

moment” with feedback or next-steps.


Sticky Notes (as described in Doubet & Hockett, 2017)

There are two general kinds of sticky notes that can be used in formative assessment: those that

the teacher generates and those that students generate.

1. Teachers can use sticky notes to make observations during small-group instruction,

group work, or as students work individually. These can be notes that track student

progress with a skill, where a student is having “a-ha” moments or getting stuck, a

strategy or way of learning that seems helpful (or unhelpful) for a student, or peer

with whom the student works well (or does not work well). These can be placed and

analyzed in file folders for each student, or in class file folders for a particular skill.

2. Students can use sticky notes in response to a simple question, prompt, or task, such

as, “Make a capital H and a lower-case H. Then, draw something that starts with the

letter H,” or “Write a question that you still have about how seeds turn into plants.”

Students put their sticky notes in designated place for the teacher (and/or peers) to

analyze.

Stoplight Method (based on description in Doubet & Hockett, 2017)

This strategy also uses sticky notes. The teacher posts a paper stoplight (or displays a virtual

stoplight on screen/SmartBoard). The red, yellow, and green signals represent different “signals.”

Two versions suitable for primary grades classrooms follow:

Version 1

Students pause before the end of an ongoing task (e.g., writing workshop block,

center/stations tasks), write their name on a sticky note, and stick their name on the color

that represents “where” they are in a process. The teacher checks in with students whose

names on the green light before proceeding to red and then yellow students.

Red: “I’ve stopped and need to confer with the teacher.”

Yellow: “I have a question but can keep working.”

Green: “I’m ready to go on to the next step.”

Version 2

The teacher poses a question to which students respond on a sticky note. Students place it

on the color that best fits how sure they are about the accuracy of their response.

Red: “I’m not at all sure of my answer.”

Yellow: “My answer might be right, but I’m not 100% sure.”

Green: “I am 100% sure my answer is correct.”

The teacher reviews the responses and plans for follow-up with the class and/or individual or

groups of students.


Concept Sort

A concept sort is a simpler version of concept attainment (Bruner, 1956) that can be used to

assess students’ understanding of a concept or idea. Students have received instruction around

a concept (e.g., patterns) and are asked to physically or virtually “sort” examples and non-

examples into YES and NO categories. For example, if students have been learning about color

or number patterns, the teacher can mix examples of such patterns with examples that are not

patterns and put them in plastic baggies for students to sort into two piles. The teacher can

observe students as they sort and prompt students to explain their thinking as they sort or after

they complete the sort.

Classroom Response Systems & Online Tools

A variety of Student Response Systems (SRS) and online platforms that use “clickers”, tablets, or

other devices can be used to formatively—and interactively—assess students. Web-based

applications that do not require purchasing specialized systems include: PollEverywhere

(http://www.polleverywhere.com), GoFormative (http://goformative.com), Padlet

(http://www.padlet.com), Plickers (http://www.plickers.com), and Educreations

(http://www.educreations.com).

Smiley Face Scale

A smiley face scale is a simple, visually-appealing way for young children to self-assess or

express how they’re feeling about a topic, concept, or skill. Of course, a student’s self-report may

or may not be a true reflection of his/her readiness. The goal is not to interpret the student’s

choice as the indicator of readiness, but to let the student’s choice and explanation of that choice

provide clues about readiness that can focus further assessment and instruction. An example

follows:

Circle the face that shows how you’re feeling about

adding two numbers under ten in your head.

😀 🙂 😐 😔

Hand Signals

Hand signals can be an efficient way to assess students “on the fly.” This strategy works best

when students are explicitly taught what the signals do and don’t mean, and when the teacher

has built a classroom culture where students feel safe expressing their comfort level. Potential

signals include:

Thumb check: Thumbs up (I get it!), thumbs sideways (I’m not sure), thumbs down (I

don’t get it.)

Windshield check (Tomlinson & Moon, 2013): Hand ups if your “windshield” is

Clear….Buggy….Covered with Mud.

Weather report: Show with your finger in the air if you’re experiencing sunny skies…a

few clouds….fog & smog.

http://www.polleverywhere.com)/

http://goformative.com)/

http://www.padlet.com)/

http://www.plickers.com)/

http://www.educreations.com)/


Formative Assessment Item Examples

This section provides examples of prompts, questions, or tasks that could be used to formatively

assess students. Items can be delivered on their own, alongside other items, and/or via one the

formative assessment strategies described above. Note that these questions and prompts ask

students to transfer what they’ve learned, versus repeat memorized facts.

Alike & Different We have been learning about how plants and animals are alike and different.

Name one thing that plants can do that animals can’t.

Name one thing that animals can do that plants can’t.

How are plants & animals “connected”? Give 2 examples.

Important Things* *derived from The Important Book by Margaret Wise Brown, which can be used as a read-aloud to introduce this prompt.

Some important things about [e.g., consumers & producers; adding and subtracting] is numbers] are _________ and _____________. But the MOST important thing about it/them is…

That Reminds Me…

The way that [waves move] reminds me of how ____________ [move]. It reminds me of this because...

True or False?

Is this equation true or false?

8 = 5 + 2 It’s__________. How do you know?

1 ‘n’ 1 1 thing I learned about severe weather is that… 1 thing I’m still wondering about severe weather is…

How do you know?

Lunch Time

At lunch, your friend says, The President is

in charge of the whole United States. What

would you say to her, based on what

your learned today?

Show or Tell

Draw, show, or tell the difference between these words: walk, march, strut, prance

What part of speech are these words?

Give another word that means almost the same thing as walk.

Super Sleuth!

You have a shorter straw and a longer

straw. Be a super sleuth and find

one object that is shorter than the

shorter straw

one object that is longer than the

longer straw, and

one object that is in between the

lengths of the two straws.


General Strategies for Differentiating for Student Readiness

This chart summarizes some of the ways that teachers can adjust content, process, and product

to differentiate for student readiness.

Strategy Example “Teacher Talk”

Content Providing texts, resources, or websites

at different reading levels, levels of

complexity, or levels of abstraction

around the same concept, theme, or

topic

Providing audio/visual supports for

taking in text or other information.

Posing situations, problems, or

dilemmas that vary by complexity, skill

mastery, or background knowledge

required

Pairing key academic vocabulary with

native-language equivalents or visual

cues

Modeling or demonstrating

Working with content/skills that are

pre-requisite to targeted content/skills

Varying the time allotted to take

in/learn content

We’re all going to read another text about

how seeds turn into plants. Some of us will

study The Tiny Seed and some of us will study

A Seed is Sleepy. At the end of the week, you’ll

be sharing what you learned with someone

who read the other book.

Go to the listening station to hear the book

read aloud again—this time, by the author.

Pay special attention to what makes the

character change his mind.

Some of you will responds to a list of questions

that your parents might ask you when you tell

them you’re learning about animal habitats.

Others of you will be looking at a list of things

that a know-it-all neighbor says to you about

animal habitats and decide if she’s right.

Notice on the Consumers & Producers word

wall that each word has an image to help you

read the word and remember what it means.

Come over to the rug for a short lesson on how

to remember difference between different

kinds of coins (e.g., penny, nickel, dime…).

Before starting our research, let’s go over some

text features of informational books and

sources.

We won’t all be doing the same things with

measurement at the same time or in the same

ways, but everyone will be using measuring

tools and working with our class task of

redesigning the book area.

Process Giving tiered questions/organizers

(same idea, different phrasing or

emphasis, more/less support)

Increasing/decreasing the facets of a

task

Increasing/decreasing the degree of

scaffolding for a task

Working more/less like an expert,

practitioner, or professional

Using icons and visuals to support

taking in and processing information

Providing models of work at different

levels of complexity

I want Partner 1 to listen for what Frog thinks

about what makes seeds grow [more difficult

to discern], and Partner 2 to listen for what

Toad thinks about how seeds grow [less

difficult to discern].

Scan the QR code on your desk to go to the

Padlet I’ve created for this task. There are three

different versions with different steps,

depending on what you’re working on. I’ll come

around to make sure you scanned the right one.

There are more peer editing checklists in the

folders by the white board.


Asking students to “see” content

through a certain focus or lens

In this article, identify the problem that’s

described, the cause of the problem, and the

possible solution to the problem.

Let’s practice some single-digit addition and

subtraction facts before you play the dice game.

Since you four have some experience with using

the iPad to take pictures, I want you to first

watch this short video on how to take pictures

like a real photographer and see if you can try

some of the ideas when you start.

Use the icon card you’ve been given to focus

your reading/listening on that assigned

concept/idea/ question.

I’m going to give you a student model of a “how-

to” booklet that is a good fit for your writing

goals.

Use your assigned Looking Lens (e.g., Detective,

Defender, Matchmaker, Fortune-Teller) to focus

your reading of the story.

Product Varying the audience for the product

(from closer to student

experience/more familiar to further

from student experience/less familiar)

Varying the demands or sophistication

of the product

Having varied arrangements for

working on a product

Giving more or fewer less check-in

dates and chunks in progress of

completing task

Providing more or fewer “givens” or

“knowns” (models/examples,

resources, guidelines)

I’ll be helping you choose an audience for your

product. Everyone needs a real audience,

whether it’s your peers in this class, Principal

Adams, or visitors to the ecology center.

Here is the list of traits we decided a strong

product should have. On your own, come up

with one other trait you want your product to

have. It might be something that you’ll need

some help with!

For this group, I want you to try to mimic the

pattern in the folktale we read as you write your

own folktale. I’m not going to remind you what it

is, but you can go back and read/listen to the

story if you’d like.

We will work on our “Community Superhero

Saves the Day!” stories during writer’s workshop

and during free choice time. You can also sign

up to work on it during lunchtime this week or

next week.

Ally, Jamal, and Tina, as you write your opinion

letter, try to think about what someone who

disagrees with you might say. Use the phrase

“Some people might say______, but I say ______” to

help.

I’ll be conferencing with each of you to make a

schedule for completing your social studies

project. We can decide together how many times

you think you want me to check in with you.

30

Readiness Strategy: Graphic Organizers

Strategy Summary

Graphic organizers are visual displays that show how concepts, ideas, or facts are

connected or related. They are useful for helping students organize their thinking as they

gather or make sense of information. Widely-used examples include t-charts, Venn

diagrams, Frayer diagrams, concept maps and webs, K-W-L charts, and fishbone models.

Graphic organizers can be used in whole-class instruction, small-group instruction, group

or partner activities, or individual work.


Graphic organizers are scaffolds for student thinking and processing. By providing ways to

visualize and classify information, graphic organizers help students see connections,

explore relationships, and clarify misconceptions. In this way, the use of a graphic

organizer—even if it’s the same organizer with all students—might be viewed as a form of

differentiation. Graphic organizers can also be tiered by altering the nature or number of

facets on the organizer, making points of comparison more or less complex, or changing

the content focus (Doubet & Hockett, 2017).

Differentiation of Content

Differentiation of Process

Differentiation of Content & Process

Students use the same

graphic organizer but access

resources or information that

varies by reading level,

complexity, or abstraction.


graphic organizer but the

question or focus driving the

organizer is differentiated for

readiness (e.g., more and less

complex topics).

Students use different

graphic organizers wherein

the process represented

(e.g., compare/contrast,

problem/solution,

cause/effect, sequencing) is

adjusted to be more or less

complex.

Students use different

graphic organizers that

emphasize different

processes around similar

content (e.g., comparing &

contrasting historical events

vs. sequencing historical

events).

Students access content

differentiated for readiness

using graphic organizers

that are tiered for

readiness.

Design Guidelines

31

1. Choose or design the graphic organizer that matches the content and learning

goals. The organizer should aid comprehension and make processing information

more efficient than would be possible without the organizer.

2. Frame the organizer with a guiding question or focus. Be mindful of the purpose of

using the organizer (e.g., using a Venn diagram to compare and contrast animal

structures and their functions).

3. Remember that completing a graphic organizer is a means to an end, not an end

itself. What will students do with the information? How or to what will they transfer

it? This might include or involve asking students to draw conclusions, post

questions, make predictions, or use their learning in a specific task.


Model how to use the organizer. In the process, emphasize the content and thinking

skills being used (versus the kind of organizer being used).

If students use graphic organizers to take in differentiated content or use different

organizers that have been tiered for readiness, make sure they have a chance to

come together (in groups or as a whole class) around a common question (e.g.,

What did we learn about how animal parts are similar and different?).

Graphic Organizer Examples

32

Compare/Contrast

Subject: History Related Standards: History K.24, 1.36, 1.38

This organizer can be used with primary sources to compare and contrast life in the past and life now using words or drawings. The teacher or students circle the icon that represents the focus and write the word in the Topic line. Then and Now can be substituted with In the Past and Today, When I Was Little and Now, in 1st Grade, or similar variations. Whether completed as a class, with a partner, or independently, students can use the information from one or more organizer to write their own sentence about historical similarities & differences.

Subject: Reading Related Standards: RL K.9, RL 1.9

A Venn diagram can help students visualize what is unique and common to two or more things. In this example, students have read two adventure stories and work with a teacher model, with teacher support, with a partner, or independently to identify similarities & differences. This organizer could also bring together students or groups of who have read different stories. Student answer the question at the bottom in discussion or in writing on the backside.

Subject: Geography Related Standards: Geo K.12, 1.12, 1.24, 2.13

This is a Venn diagram designed with shapes that allow more room for drawing or writing (by teacher or students).

Charts like these can be use in whole-class and

small-group instruction and jigsaw activities (see p. ____). Other standards-related topics for

comparison include rock types, habitats, genres, historical figures and events, and

33

measurement tools. Completing the organizer is not the goal; it is a stepping stone to

drawing conclusions and transferring the information to a new task.

Subject: Reading Folktales Subject: Social Studies Related Standards: RL 2.1-2.3, 2.7, 2.9 Related Standards: Geo 2.19

These two organizers use a strategy called The Matrix (as described in Doubet & Hockett,

2017). Things to be compared for comparison are arranged in the same order across the

top and along the left side. Where the item meets with itself, students identify something

that is true for that thing but not the other three things. Where two items meet, students

identify something that is true for those items only. Primary teachers should consider

teaching the spatial orientation by starting with a blank organizer and adding each item

and the corresponding information (with student input) to model.

Subject: Geometry Subject: Science

34

Related Standards: K.G.A-B., 1.G.A Related Standards: K.LS.1.2, 2.LS.1.2

Cause/Effect

Organizers like these can be used to teach the concepts of cause and effect in the context

of events in a fictional or biographical story, conquences of following or breaking rules, a

scientific process or phenomenon, or a historical event. The examples below are arranged

from less complex to more complex. Teachers may choose to substitute the terms

If…Then… or Cause-Effect.

35

Subject: Social Studies

Related Standards: Economics 2.9

This organizer is designed for processing cause-effect relationship between supply,

demand, and production. After modeling the organizer with a particular good (e.g., a

popular toy), students choose or are assigned another good with which to show and

explain the relationship. The Tier 2 organizer is more advanced because the key concepts

are not in a predetermined order, it includes a “stays the same” arrow option, and the

student explain reasons in the context of the example.

Tier 1 Tier 2

Problem/Solution

Readiness Strategy: Tiered Tasks

Subject: Social Studies Related Standards: Govt. K.21, 1.21, 1.33,

2.27 In a discussion or exploration of rules or laws (classroom, community, state, federal), this organizer uses simple graphics to help students think about purpose of rules & laws.

Subject: Various This organizer can be used to support opinion writing, story discussion, analysis of an informational text, article, or speech, science- or technology-related problem, or current issue.

36

Strategy Summary

Tiered tasks are activities that are aligned with the same learning goals but vary by level of

complexity, abstractness, open-endedness, or degree of independence (Tomlinson, 2014).

They can include tiered questions, prompts, organizers, or complex tasks. Tiered tasks give

all students access to important learning goals, honor all students’ need for challenging

and engaging tasks, and help equalize the time it takes students to complete tasks.


Tasks that are tiered are differentiated for student readiness and can involve adjustments

to content, process, or product. Tiered tasks can be designed around general learning

progressions in a content area or skill, and/or around recent pre- or formative assessment

results that are closely connected to learning goals. There is no set or ideal number of tiers;

there may be two or there may be five, depending on patterns in student readiness.

Design Guidelines

Creating tiered tasks is a higher-prep strategy that involves a multi-step process. In effect,

the teacher uses the same ingredients to make different meals that are both nutritious

(help students grow and learn) and delicious (appeal to and engage students).

1. Begin with a clear sense of the learning goals. Identify the concepts, principles,

insights, knowledge, and skills that should “hold” the tiered activities together.

2. Consider the range of student readiness. This should be informed by recent

assessment evidence—as well as other characteristics like reading/writing skills,

language development, strengths, learning preferences, etc. Standards and learning

progressions can also provide concrete guidance for where students should be,

ideally.

3. Design the most advanced activity first. It should be interesting, high level,

focused on the learning goals, and involve a “stretch” that is just beyond what you

think students might be able to do with a bit of support. The activity could be one

that students complete with a partner or in a group, or one that they work on

independently.

4. Replicate and “tweak” the activity. Create a version of the activity that is aligned

with the same learning goals and closely approximates it. Consider ways to adjust

the materials students use or access, how they process information, how they

express what they are learning, and how “close” the experience is to a familiar

experience. Match the activity to student readiness. Develop more activities as

needed. Tomlinson’s Equalizer (2014) is a useful visual and thinking tool for

adjusting tasks.

37

5. Do a “respect check”. Doubet & Hockett (2017) suggest evaluating tiered activities

(and all differentiated tasks) with the key criteria to make sure they are “respectfully

differentiated” (Tomlinson, 2014). The activities should:

be aligned with the same learning goals and with one another;

be equally interesting, appealing, and engaging from the students’

perspective;

ask all students to work at high levels of thought;

mimic what people and professionals in the real world do, or how they

think;

represent a wise use of students’ time; and

be comparable in terms of workload and time required for completion.

Remember: The differences between various tiered tasks are primarily qualitative,

not quantitative. Tiering is not simply giving some students “more” and other

students “less” (e.g., five problems to solve versus one problem to solve).

6. Plan for degree of independence. Plan tiered tasks with the goal of all students

working at some degree of independence. This means that directions (oral or

written) are clear, supported by text, visuals, models, or audio recordings as

appropriate. Avoid designing a task that requires a student/group of students to

work with the teacher for the duration of the task. Rather, design all tasks so that

students can complete components without “needing” the teacher. Also consider

ways to make sure that all students have a chance to receive support and

encouragement from the teacher.


Using tiered tasks in a lesson. Think of the implementation of tiered activities like

going down a ski hill: Skiers begin at the top of the hill and start to go down it

together. They diverge by path and then meet up again at the bottom of the hill. In

the same way, tiered activities should have a common “launch” before students are

assigned and work on various tasks. Bring students back together to share ideas

(e.g., around a common question or purpose), both to honor what each student was

engaged in and bring closure to the lesson.

Student choice and tiered tasks. As a general rule, tiered tasks—and tasks that are

differentiated for student readiness—should be assigned by the teacher rather than

left to student choice. The rationale is simple: differentiation for readiness is aimed

at helping students grow (in skill, in understanding) from where they are. What it

takes for one student to grow is different from what it takes for another student to

grow. But, that growth shouldn’t be left to chance—which is what giving students a

choice between tasks differentiated for readiness can do. There may be times when

the teacher gives a choice between or among tiered tasks in order to see what

38

students will choose. In those cases, the teacher should make sure that no student

ends up with a task that is below his/her readiness level.

Tiered Tasks Examples

Topic: Math Reasoning (Finding Mistakes) Grade Level: K-2

Learning Goals (KUDs) Know

• Terms and procedures

for specific problem

types

Understand

• Solving problems means

making sense of problems.

Do

• Make sense of problems and

persevere in solving them. (MP 1)

• Construct viable arguments and

critique the reasoning of others.

(MP 3)

• Discuss & articulate mathematical

ideas. (LS-MP 3)

Context: The tasks can be used with math content that requires problem-solving. (They can also be

applied to “finding mistakes” in other kinds of examples and student work in other content areas.) Tasks

can presented in small-group instruction, or for students to complete with a partner or independently.

It isn’t necessary to use all three tasks. The content of each task can by differentiated by problem type

or “level.”

Examples of Tiered Tasks are also featured on the following pages of this

Handbook:

pp. ____ - Cause & Effect Graphic Organizers

p. ____ - Tiered ThinkDots for Shapes & Their Attributes

pp. ____ - The two-star tasks in the Super Stars Word Work Contract are

arranged from more concrete to more sophisticated. (The tasks could also be

more or less advanced depending on the words with which the student is

working.)

39

Less Scaffolding More Scaffolding

Topic: Life Cycle of Plants Grade Level: 1st or 2nd


• Plants parts (structures): roots, stems, leaves, flowers, fruits

• Functions of plant parts • Plants need air,

sunlight, water, nutrients, and a place to “root and shoot” to grow and thrive.

Understand • Plants grow and change in

cycles that involve different processes.

• The structures of a plant have specific functions.

• Plants depend on their environment and other living things to meet their needs where they live.

Do

• Gather information from different texts/sources on related topics.

• Recognize the structure of plants and describe the function of the parts.

• Identify how plants depend on their environment to survive.

Context: Students can work with these tasks as a part of small-group instruction, with a partner, or independently. They use the same text, but the text could be differentiated by type for readiness, interest, or learning preference. Also, the same application of tiering that is illustrated here can be applied to other content (e.g., giving text-dependent claims for students to accept or reject as supported by evidence, or posing text-dependent questions to answer with the text.)

Teacher presents 1-3 problems that have been solved by “another student” but that have mistakes. Student uses oral or written teacher-provided questions that are tailored to the problem type to guide students through the process of finding & fixing the mistakes.

Teacher presents 1-3 problems that have been solved by “another student”. Teacher shares how many mistakes there are, but the student has to find & correct the mistakes independently, and then explain how he/she knew what the mistakes were.

Teacher presents 1-3 problems that have been solved by “another student”. The student has to decide whether or not there are mistakes in the work. The student corrects any mistakes and explains how he/she knew there were (or weren’t) mistakes.

40

More Advanced Less Advanced

Topic: Characterization Grade Level: K-2

Learning Goals (KUDs)

Know • Characters can be described

in terms of how they look, think, feel and act.

Understand • Characters in a story have

traits that are easy to see, and traits that are not-so-easy to see.

• Skilled readers use the words and the pictures to figure out what characters are like.

Do • Describe characters in a

story, using key details

Context: Students can work with these tasks as a part of small-group instruction, with a partner, or independently. All students can analyze the same character from the same story, different characters from the same story, or different characters from different stories.

Know-It-All Neighbor This is a list of things that your know-it-all neighbor has said to you about plants. Based on the information in From Seed to Plant by Gail Gibbons, is your friend right or wrong (or both)? Be sure to explain your reasoning with information from the book! • Most plants come from seeds. • All plants have flowers. • All seeds come from flowers. • A flower and a plant are the same thing. • There are different ways a flower can be

pollinated. • Seeds can move by themselves from one

place to another. • All seeds become plants.

Pesky Parent Your mom/dad has started asking a LOT of questions about what you’re learning in school. S/he knows you’re learning about plants, so you need to be prepared! Use From Seed to Plant by Gail Gibbons to answer the questions s/he will probably ask. • Where do plants come from? How do they

“start”? • What is the difference between a flower and

a plant? • How do seeds start to grow? (What do they

need to start to grow?) • What are some ways that seeds can be

pollinated? • What keeps a seed “safe”? What protects it? • How do seeds “travel”? How do they get

from one place to another?

Come Together: Students look at the last page of the book and decide which fact about plants is the most interesting to them. Then, they meet with a peer who completed the other task and share their fact, as well as something they learned about plants that they’ll share with a real friend or a parent.

41

More Abstract, Harder to Infer More Concrete, Easier to Infer

Adapted from Carol Ann Tomlinson.

Readiness Strategy: ThinkDots

Strategy Summary

Developed by Kay Brimijoin (as cited in Tomlinson, 2004), ThinkDots is a strategy for

processing or discussing ideas, or experimenting with skills, in whole- or small-group

format. The teacher designs six questions, prompts, or tasks related to a common topic,

labeling each one with “dots” that correspond with the sides of a die.


ThinkDots can be used in a differentiated or “undifferentiated” (but still interactive) way. If

all students see and use the same questions around the same content or skills, with the roll

of a die deciding which question is answered (and by whom), the teacher is not necessarily

using ThinkDots to differentiate for readiness; however,ThinkDots can be used to

differentiate for readiness in at least three ways:

Draw [or use] a picture of the character. Explain or show [in writing, orally]

Things that the character says or does in the story.

Three words that describe the character’s personality.

The most important thing to know about the character

Your teacher can help you with where and how to show these things in the picture.


Connections between what the character looks like and what the character says or does.

How the character feels about the problem in the story.

What the character most likely wants the reader to know about him/her



Clues the author gives about what the character is like (remember, clues are what the author or pictures say directly…they’re more ‘hidden’).

The character’s true motives

The author’s “bottom line” about the character


Come Together: In mixed-task (and/or mixed character) groups, students share their annotated drawings and discuss how their characters (or their responses) are similar or different before participating in a whole-class synthesis discussion.

42



Differentiation of

Content & Process


ThinkDots to process/

discuss different

information (e.g., stories,

articles, media) that varies

by complexity or reading

level.

Students use different sets of

ThinkDots, each with

questions/prompts that have

been tiered for readiness but

aligned with common goals.

Students use different sets

of ThinkDots with tiered

questions/prompts to

process/discussion

different information.

Design Guidelines

1. Select the content, concept(s), text, or skills on which the ThinkDots will focus.

2. Use learning goals or standards to guide the design of ThinkDots prompts, or use an

existing framework to generate ideas (e.g., Bloom’s Revised Taxonomy, The Six

Facets of Understanding, DeBono’s Six Thinking Hats). Icons or pictures can be used

in place of or to scaffold text. All prompts should be goal-aligned and compel

student to think.

3. If designing sets of tiered ThinkDots, make sure the prompts are aligned between

the sets. For example, if there’s a question about the problem in the story on one

set of ThinkDots, then there should also be a question about the problem in the

story on the other set.


How to Use ThinkDots. There are several ways that ThinkDots can be presented

and used.

o Project the 2 x 3 ThinkDots grid on a screen. Use the prompts in a whole-

class discussion with a different student coming up to roll a die (physically or

virtually). Alternatively, put students in partners or small groups, give each

group a die.

o Copy the grid on 8 ½ x 11 paper. Use in teacher-led or independent small

groups. Students use a die to take turns answering questions or roll the die

to divide the questions for individual “think time” before convening to discuss

their responses.

43

o Print ThinkDots cards on cardstock. Cut into six hole-punched cards and

secure on a loose leaf ring. Store each one in a plastic bag with a die. Use in

teacher-led or independent groups. Students use a die to take turns

answering questions or roll the die to divide the questions for individual

“think time” before convening to discuss their responses.

When to Use ThinkDots. ThinkDots can be used to “hook” students into a topic,

structure whole- or small-group discussion or skill practice, or to review concepts.

For young children, ThinkDots can be used to divide roles or tasks around a specific

purpose (see Observing with the Senses example).

ThinkDots Examples

Topic: Observing with The Five Senses Grade-Level: Kindergarten

Related Standards: K.PS.1, K.LS1, K.ETS1.1-2

Context

These ThinkDots focus on developing students’ scientific observation skills with an

emphasis on using all five senses. They can be modeled and used in whole-class

instruction, in small groups, or (when students have gained practice) in partnerships or

trios. The focus of observation can be teacher-selected or gathered by students (e.g., on

a nature walk) and vary by readiness or interest.

TOUCH IT!

What does it feel like?

Is it rough? Is it

smooth?

Why does it feel like

this?

SMELL IT!

Does it have a smell?

What does it smell like?

Does it smell good or bad?

What do you think makes

it smell?

SEE IT!

How does it look?

What colors does it have?

What shape is it?

What are the parts? What

do you think the parts do?

44

TASTE IT!*

*Only if your teacher says it’s

okay!

Lick or taste it.

What does it taste like?

Is it sweet? Sour? Salty?

Bitter?

Does it smell like it

tastes?

🖐

HEAR IT!

Does it make any noise by

itself? What kind of noise?

Make some noise with it! (Be

careful not to break or hurt

it!)

What noise can you make?

Why does it make that

noise?

YOUR CHOICE

Describe how this looks,

feels, tastes, smells, or

sounds.

Try not to use its name!

Developed with Kristina Doubet.

ThinkDots Examples, continued

Topic: Analyzing a Historical Image Grade-Level: Grades 1-2

Related Standards: History 1.37-1.38, 2.40

Context

These ThinkDots can be used with a photograph, painting, or drawing that depicts moments,

people, and events from the past or present in a whole-class or small-group setting. Images

can vary by complexity to differentiate for readiness, or students can select images based on

interest.

PEOPLE & THINGS

Who and what is in the

picture?

What people, animals, objects,

buildings, parts of nature do

you see? What’s clear? What’s

not so clear?

MOMENTS & EVENTS

What is happening in this

picture? Is it a special

event/moment or an

ordinary event/moment?

Why do you say so?

TIME & PLACE

Where was this picture taken?

Indoors or outdoors? In a city,

small town, or country? In the

U.S.? When was it taken

(drawn, painted)? What time

of year & day?

BEFORE & AFTER

What might have happened

before and after the picture

was taken (drawn, painted?

What are the clues or hints?

SAME & DIFFERENT

What in the picture seems

the same as today--or, the

same as where we live? What

in the picture seems

different?

QUESTIONS & WONDERINGS

What questions do you have

about this picture? What does

this picture make you

wonder?

45


Topic: Problem-Solving Grade-Level: Grade 2

Related Standards: Standards for Mathematical Practice 1, 2, 3, 4, & 7


Topic: Shapes and Their Attributes Grade-Level: Grades 1-2

Related Standards: 1.G.A.1-3, 2.1.A.1-3

Context

These ThinkDots focus on engaging with mathematical practices standards. They can be

modeled and used in whole-class instruction, in small-group instruction, or in partnerships or

trios. Students can solve the problem before or as they engage with prompts, or use the

prompts to engage with a problem that has been solved (incorrectly or correctly) and

presented to them. Problems can be differentiated for student readiness.

Think about the strategy for

solving this problem. How

else could you use this same

strategy (in math, in real life)?

How sure are you that the

solution to this problem is

correct (e.g., very sure, kind

of sure, not sure at all)? What

would make you more sure?

Show and tell another way to

solve this problem. Which

way is better: your first way

or your second way? Why?

Does the solution make

sense? Convince us that it

does (or doesn’t).

Make a diagram or picture-

model that shows the

problem and solution.

How could you help someone

else solve this problem

without solving it for

him/her? What hint or clue

could you give? Why would

this be helpful?

46

Context

These ThinkDots are aligned with grades 1 and 2 standards, respectively. Students can be

given shapes or select from a set of shapes. To differentiate process for readiness, both sets

can be used simultaneously. Grade 1 tasks can be used for grade 2 students with lower

readiness; grade 2 tasks can be used for grade 1 students with higher readiness.

Describe It

Describe the attributes of this

shape:

color

number of sides

number of vertices

size

orientation (how its placed)

Which attributes define the

shape? (Grade 1)

Name this shape. Describe what

attributes make it this shape.

Focus on angles and

sides. (Grade 2)

Compare It

Compare this shape to another

shape.

What color is each one?

Which one has more sides?

Which one has more vertices?

Which one is bigger?

How is each one “turned”?

(Grade 1)

Compare this shape to another

shape. How are they similar and

different in their size, angles, and

sides? (Grade 2)

Analyze It

Analyze this shape to figure

out what new shapes can you

make from this shape? You

can use a pencil, scissors, or

just your mind. (Grade 1)

Analyze this shape. Can it be

partitioned into rows &

columns of the same-sized

squares? If YES, do it and

count the number of squares.

If NO, explain why not it’s not

possible. (Grade 2)

Combine It

Connect this shape and 1-2 other

shapes to make a new shape.

Describe the attributes of each

new shape. (Grade 1)

Connect this shape and another

shape. How many angles and

sides does the new shape have? Is

it the same shape or a different

shape? How do you know? (Grade

2)

🖐

Create It

Draw a two-dimensional shape

that has attributes that are similar

to this shape. (Remember, similar

does not mean same.) Describe

the attributes of the new shape.

(Grade 1)

Draw shapes that have the

following attributes:

____________________

(Grade 2)

Partition It

Partition the shape into 2

equal shares, then 4 equal

shares. Describe the parts and

the whole using the correct

math vocabulary. (Grade 1)

Make 2, 3, and 4 equal shares

of this. Remember that equal

shares of the same whole

don’t need to have the same

shape! Describe the parts and

the whole using the correct

math vocabulary.

(Grade 2)

Readiness Strategy: Role Cards

Looking/Listening Lenses & Discussion Duties (Doubet & Hockett 2017) Strategy Summary

47

Role cards give students a specific “job” or responsibility for reading a text, completing a

task, or participating in a group. The teacher can assign each student a role, or let students

choose, depending on the lesson goals and purpose. Two kinds of Role Cards are

Looking/Listening Lenses (Figure ___) and Discussion Duties (Figure ____), each of which can

be used in either whole-group or small-group activities. Looking Lenses (LLs) can be used to

read and discuss fiction or non-fiction text, or to watch and listen to a live speaker or video

content. In the primary grades, Discussion Duties (DDs) are aimed at teaching students

how to participate in a group dialogue.


Both Looking Lenses and Discussion Duties can be used to build students’ thinking,

reading, speaking, and listening skills. Note that each set of Role Cards uses role names

that are student-friendly and imply that the role is substantive and important.

Differentiation of

Content


Differentiation of

Content & Process

• Students use LLs or

DDs in small groups to

process and/or discuss

texts, videos, ideas,

etc. that differ by

reading level,

abstraction,

complexity, etc.

• Teacher tiers content

within each LL such

that there are two or

more versions of each

lens

• Teacher assigns LL or DD

according to student

readiness, matching

students either with a

role that matches an area

of strength or an area of

weakness.

• Students use LLs or DDs

to process and/or

discuss texts, videos,

ideas, etc. that are

differentiated for

readiness and are in a

role that has been

tiered for readiness

and/or assigned based

on readiness

Design & Implementation Guidelines

Looking/Listening Lenses

• Begin with a central idea, key question, or understanding goal for all students to

grapple with or arrive at as a result of using the lenses.

• Derive the prompts for each lens from this idea, question, or goal. Keep in mind

the “fit” between the content (materials) and each lens, using only the lenses that

are a good “fit” or make sense.

• Use listening/looking lenses first in whole-group or small-group instruction and

to model the purpose of each one. In such lessons, all students can first apply

the same lens; subsequent lessons can introduce additional lenses.

48

• Have students meet in similar-lens partnerships to briefly share their thoughts

relative to their prompt before participating in mixed-role discussion.

Doubet & Hockett (2017) ©ASCD. Used with permission.

Discussion Duties

• Use Discussion Duties first in whole-group or small-group instruction and to

model the purpose each one. A “fishbowl” model or concentric circles structure

can also be used to introduce and model the duties.

• Have students come up with names, roles, and “soundbites” for duties.

Fortune-Teller

Look for clues or hints that might help

us make predictions about:

Match-Maker

Find connections between _________

and ______________________________

Help us see how they are both alike and

different from each other.

Detective

Capture the scenes, moments, passages,

or dialogue that best help us understand.

Defender

Agree or disagree? _________________

Gather evidence to support your

opinion.

49

Doubet & Hockett (2017) ©ASCD. Used with permission.

50

Readiness Strategy: Stations

Strategy SummaryStations are a structure for managing and organizing instruction and

tasks, differentiated or not. The teacher sets up different spots in the classroom with

specific learning activities, tasks, or teacher-led instruction where students work

simultaneously. Stations can be temporary (for a single lesson) or ongoing (as part of a

“standing” routine). They are useful for piquing interest in or giving students a “tour” of a

new topic, engaging students in skill practice, providing teacher-led instruction and

feedback in small groups, addressing a large amount of content in a short time, managing

limited resources, and giving students a chance to move. Implemented well, stations

provide flexibility for both the teacher and students and can support the development of

student independence and ownership for learning. Stations are especially well-suited to co-

taught classrooms and classroom with push-in specialist support. Note: In this handbook,

stations are different from centers, which are described on page ___.


For stations to be a vehicle for differentiation, they must be used as such. If all students go

to all stations and complete the same tasks (or interact with peers or the teacher in the

same way), they might be interactive and purposeful but not differentiated. In other words,

stations are not inherently a strategy for differentiation; it is how teachers use stations that

can be differentiated. There are several approaches to leveraging stations for readiness-

based differentiation. (These adjustments also apply to using stations to support interest

and learning profile differentiation, or to support a combination of common learning

experiences and experiences that are differentiated for readiness, interest, and learning

profile.)

Differentiation of

Content


Differentiation of

Product • Tasks at the same or

different stations have

content elements that are


• The content focus of

instruction at teacher-led

stations is differentiated for

readiness

• Students visit only the stations on

their schedule/ rotation, which

are matched to readiness. (Not all

students need to go to the same

stations.)

• Students spend different

amounts of time at assigned

stations.

• The task(s) at or between a

stations have process elements

that are differentiated for

readiness.

• The process focus of instruction

at teacher-led stations is


• Students rotate into

Stations to work on product-

oriented tasks that are

differentiated for readiness.

• Teachers plan station tasks

that help students complete

a product that has been

differentiated for readiness.

• All students are working on

the same product and visit

different stations to refine

aspects of their product

according to their progress

toward completion.

51

Design Guidelines

To plan stations, teachers consider:

The goal, focus, or driving question behind the stations.

Station tasks

o What students will do

o How they will do it

o With whom they will do it

o How they will know what to do

o The degree of independence with which students will work

Station materials

o What students will need at the station in order to complete the task

Station rotation/assignment

o Which station(s) students will go to

o How students will know which station(s) to go to and when

Station transitions

o How students will move between stations, including the “route” and length of

time


Timeline. Be sure to match station tasks with time allotments and deadlines for

completion. This can be tricky at first and will involve some trial and error.

Introducing stations. For stations that will be used as an ongoing routine,

introduce and model each station. In primary-grades classrooms, this may involve

introducing one station at a time, over the course of several weeks, and/or having all

students work on a particular kind of Station task at one time to get them used to

the kind of work they will encounter at the Station.

Station focus and number. The number and focus of stations should be

manageable and meaningful for both the teacher(s) and the students. Exercise

caution in using a station to introduce something brand new. In general, stations

that require students to work with peers or independently are more successful

when students have been “primed” or had experience with the content and/or kind

of task they’ll be working on. Two exceptions are stations as “hooks” and stations

that are teacher-led.

Stations and choice. The teacher can assign students to a station rotation or

schedule, can allow students to choose which stations to visit (and/or when to visit

them), or can orchestrate a combination of teacher-choice and student-choice

52

options. For stations or tasks that are targeted to specific student readiness needs,

exercise caution in giving students choices that might result in doing a task that isn’t

a good fit, or in opting out of a key task altogether.

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Readiness Strategy: Agendas

Strategy Summary

An agenda (Tomlinson, 2014) is a personalized list of tasks for a particular student or group

of students to be completed in a set timeframe. (2-3 weeks is typical, but may be shorter in

primary-grades classrooms.) Agendas mimic and model a structure for how tasks are

completed in “real world” situations (e.g., in a workplace, in a household). The teacher

determines agenda tasks, which are guided primarily by evidence of student readiness but

can include interest and learning profile-based tasks or provisions. Students work on

agendas during set times, such as a dedicated block during the week, as an anchor activity,

or as a part of a stations rotation. The teacher decides what tasks a student will complete,

and with whom (if applicable), but the student decides the order of completion for at least

some tasks.


Agendas are a strategy that can be used to differentiate content, process, or product for

readiness. Although student interest and learning profile can also be addressed in agendas,

student readiness is the overarching “driver” of agenda design.

Differentiation of

Content


Differentiation of

Product

• Content within agenda

tasks is adjusted for

student readiness (e.g.,

by complexity,

abstraction, degree of

independence

required).

• Agendas can be

designed to address

content across different

subject areas.

• Process within agenda

tasks is adjusted for

student readiness (by

complexity, abstraction,

degree of independence

required)

• Students decide when and

in what order to complete

some or all tasks, within a

given timeframe

• Products within

Agenda tasks are

adjusted for student

readiness (by

complexity,


independence

required)

Design Guidelines

• Design two or more “sets” of agendas that respond to patterns among student

readiness needs (versus designing 25 different agendas). Regardless of the number

of agendas designed, those agendas can have elements that are the same and

elements that are differentiated.

54

• In elementary classrooms, agendas can incorporate content and tasks from

different subjects; they don’t need to be limited to math, reading, science, etc.

• Unlike many other strategies for differentiation, different agendas do not

necessarily need to be aligned with the same learning goals (KUDs). Students can be

working on different tasks targeted toward different goals that they need to be

working on.

• Use a student-friendly template to plan an agenda. See examples on p. ___.

Incorporate pictures/icons to aid memory and reinforce task type.


How to introduce/launch. Teach the word “agenda,” using “achedule” or “to-do

List” as synonyms. Discuss with students what they think any agenda should include

or “do,” including what happens when someone doesn’t get through an agenda.

Building capacity for agenda work. Before using agendas to differentiate, teach

the structure and “spirit” by having all students complete the same agenda. Agenda

tasks can be simpler at first—and require less “stamina”—and then build to more

complex, higher-stamina tasks with each implementation.

When to use. While agendas can be used at the beginning of a unit or series of

lessons, they are usually best after the teacher has had a chance to formatively

assess students and gauge their progress. Agendas can help structure days/times

when students are in different places in terms of what they need to work on.

Agendas can also be used during station rotations and while the teacher is working

with small groups or individual students.

Agendas and choice. By design, agendas do not give students choice about which

tasks to complete. Contracts (p. ___), Learning Menus (p. ____), and Choice Boards (p.

____) are appropriate strategies for building in student choice.

55

Agenda Examples

Grade Levels: 1 and 2

This agenda is designed to use over the course of one or more days in a week,

across subjects and task types. The three sections (With the Teacher, With a Friend,

Just Me!) can be adapted to other grouping arrangements, and not all sections need

to apply to all students. The agenda can be filled in by the teacher, the student

(based on teacher directions), or both.

56

Agenda Cards Grade Levels: K-2

In this template, the teacher plans tasks for individual of groups of students that will be

given one or two at a time on cards. The cards include the general focus and reinforcing

icon (both of which can be modified for classroom/student need), as well as what the task

is and by when it should be completed. (“Do” and “Due” can be used to teach homophones,

or substituted with “Do” and “By”). Teachers can use the same agenda with the whole class

by projecting it on a screen, beginning with 1-2 tasks and progressing to more over time.

For management, students can sticky note or (with a Smartboard) initial when they are

done with given tasks. Cards can be laminated for re-use.

58

Readiness Strategy: Learning Contracts

Strategy Summary

A learning contract is a negotiated “agreement” between the teacher and the student. The

teacher designs the contract but the student has freedom (within guidelines) about what

tasks to complete and/or when and/or where. Contracts are a strategy for long-term work

over days or weeks (versus a strategy for a single lesson). Designed well, contracts are a

student-centered way of organizing content time and content in a unit of study.


Learning contracts are a strategy that can be used to differentiate content, process, or

product for readiness. Contracts can incorporate or involve interest and learning profile

differentiation. In this handbook, learning menus and choice boards are viewed as “sister

strategies” to learning contracts, but focus primarily on interest and learning profile

differentiation.

Differentiation of

Content


Differentiation of

Product

• Content within contract

options is adjusted for

student readiness (e.g.,

by complexity,


independence

required).

• Students decide which

tasks to complete,

within parameters.

• Teacher can design

more than one contract

that is tiered for

readiness so that not all

students make choices

from the same contract.

• Process within contract

options is adjusted for

student readiness (by

complexity, abstraction,

degree of independence

required)

• Students decide when to

complete tasks within a

given timeframe.

• Students have choices

about the conditions under

which to complete the

tasks

• Products within

contract tasks are

adjusted for student

readiness (by

complexity,


independence

required)

Design Guidelines

1. Identify the purpose of the contract. The purpose might be more general, or it

may be aligned with specific KUD goals.

2. Use a template or framework to guide the structure of learning contract tasks.

See page ____ for examples.

59

3. Design substantive tasks. All learning contract tasks should require the use or

transfer of knowledge and skills in meaningful context. Aim for quality over quantity.

Contract tasks can be simpler at first—and require less “stamina”—and build to

more complex, higher-stamina tasks with each implementation. If there will be

tiered contracts, make sure the contracts are aligned and meet the criteria for

respectfully differentiated tasks (see pg. ____).

4. Consider required and choice-based elements of the contract. What will be

required and what will be left to student choice? Consider choice in what will be

learned, how content will be applied, and how content will be expressed.

5. Specify contract terms. This includes where, when, how, and for how long

students will work on the contract; criteria for quality completion of tasks; and a

place for the teacher and the student to sign their names. Note: In the primary

grades, not all contract terms need to be in writing, but students should be made

aware of the terms in some way (e.g., orally, via conferring, with whole-class

reminders).


How to introduce/launch. Teach the word “contract,” with an emphasis on it being

an agreement between two or more people. Discuss with students what they think

any contract should include or “do,” including what should happen when someone

doesn’t follow through on the contract.

When to use. Contracts can be used for organizing sense-making activities, partner

and individual tasks, as ongoing work, or with summative tasks. Like agendas,

contracts can be used during station rotations or otherwise to while the teacher is

working with small groups or individual students.

Examples

The two examples that follow (Letter Work Contract for Kindergarten and the Super

Stars Word Study Contract for Grade 2) use ELA content but can be viewed as

“templates” or structures for delivering and managing tasks in any topic, skill, or

subject. Teachers read and guide students through the contract options and terms.

60

Letter Work Contract My Letter: ______

I will work hard and do my best! Your Name _________________________

I will help you do your best! Teacher _____________________________

Draw a mouth on each face to show how much you like the task. Choose TWO tasks to do. Show your choices by giving those faces hair

or hats!

I will work on my tasks…

_____ in the book area.

_____ on the rug.

_____ at my table.

I will complete these

tasks by…

Be a detective! Find things in our classroom that start with your letter. Write the letter on a sticky note and put it on the thing.

Be a teacher! Look at your letter in the

picture dictionary. Say out loud what you think the picture is. Tell your teacher which ones you’re not sure about. Share ideas for pictures you think are missing.

Be an artist! Draw pictures of things that begin with your letter. Start by thinking about people you know, animals, and characters from books & shows.

Be an actor! Act out words that begin with your letter. Include some action words, if you can! When you act, your friends will guess the word.

I will work…

___by myself.

___with a friend.

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Super Stars Word Work Contract (Teacher Version)

Congratulations on finishing your word sort! Your teacher will help you choose 3 words

from your sort. Then, you will choose 5 STARS’ WORTH of tasks to do. You must do at least

ONE one-star and one two-star task. Check the boxes to show your choices!

Write each word in colored letters in your notebook using markers, crayons, or

colored pencils. Use one color for consonants and another color for vowels.

Make each word using the magnetic letters. Then, try to make a silly sentence

that uses all of the words.

Do the “Dice Race” activity with your words. When you’re finished, tell your

teacher which word won 1st, 2nd, and 3rd place. Just for fun: come up with an

idea for a prize for the 1st place word. The prize should make sense with what

the word means.

Take pictures of each word in action or “at work” in the classroom. Ask

permission before you take a picture of a classmate!

Choose a picture from the folder. Use the words to write a 5 senses description

of what you see OR use the words to make up a very short story inspired by this

picture. (Your story can be in cartoon frames, if you’d like!)

What fictional character (from a book, a movie, a show) would use these words?

Use the speech balloon template to write what they would say. You can have

the same character use all three words, or different characters for different

words.

Decide if each word is a superhero or a villain. Does the word do “good” or do

“bad”? (Or, it depends?) Use the tablet to record your video or audio

explanations.

TOTAL STARS: ________

Due on:

Monday Tuesday Wednesday Thursday Friday

__________________________________ ___________________________________

Student Teacher

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Super Stars Word Work Contract (Student Version)

Congratulations on finishing your word sorts! Your teacher will help you choose 3 words

from your sort. Then, you will choose 5 STARS’ WORTH of tasks to do. You must do at least

ONE one-star and one two-star task. Check the boxes to show your choices!

Colored Letters

Magnetic Letters

Dice Race

Take Pictures

Write from Pictures

Character Speech

Balloons

Superhero or Villain?

TOTAL STARS: ________

Due on:

Monday Tuesday Wednesday Thursday Friday

__________________________________ ___________________________________

Student Teacher

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Readiness Strategy: Small-Group Instruction (SGI)

Strategy Summary

Small-Group Instruction (SGI) is a widely-used strategy among primary-grades teachers

for addressing differences in student readiness—and for giving students more

individualized attention and instruction that whole-group instruction affords. With SGI, the

teacher brings together groups of 2-8 students at a designated place in the classroom for a

specific purpose and set amount of time (e.g., from 10-20 minutes). Often (but not always)

the purpose is connected to student readiness. Ideally, groups formed on the basis of

readiness are driven by informal or formal assessment evidence. Groups can be

heterogeneous or homogenous. Homogeneous groups might comprise students who are

struggling with content, ideas, or skills; lack pre-requisite knowledge; have misconceptions;

are English language learners; or have advanced readiness. SGI can be led by a classroom

teacher or a specialist.


SGI can be used for a full range of lessons and tasks that adjust content, process, or

product for student readiness. If all students meet in small groups for instruction around

the same lesson, that use of SGI is not best characterized as differentiation—although

those conditions may aid student readiness and provide opportunities to formatively

assess students. Within readiness-based SGI, teachers can focus on one or more of the

following:

• Differentiated reading instruction and support

• Re-teaching or reviewing key concepts and skills

• Modeling

• Giving feedback

• Engaging students in focused or supervised practice

• Clarifying misunderstandings

• Providing enrichment or extension

SGI is most powerful when teachers use it with all students and for a variety of instructional

purposes—not just with students who evidence lower-readiness in a skill. Note that SGI can

be used for purposes other than readiness-based differentiation. For example, the teacher

can form groups and design SGI lessons or tasks on the basis of shared interest (in a

certain picture book, in a historical figure, in a product option) or learning preference

(seeing a video, learning from additional models, being guided through a process).

64

Design & Implementation Guidelines

There is no one model for designing small-group instruction, but there are some general

principles for planning SGI interactions and tasks that are important in differentiated

classrooms. For all small groups, high-quality SGI differentiated for student readiness:

is aligned with standards and learning goals;

uses formative assessment to drive flexible grouping composition;

incorporates opportunities for students in the small group to interact with one

another (not only with the teacher);

enhances student participation, engagement, and focus; and

builds student knowledge, understanding, and skill as well as independence.

“Opt-In” Small-Group Instruction (Doubet & Hockett, 2017) is another approach that

affords flexibility in the differentiated classroom. The teacher announces or “advertises”

opportunities using language such as “Boys and girls, I’ve been noticing that there is still a

little confusion about how to end your story. If you haven’t finished your ending or you

think your ending could be better, come to the rug in 5 minutes,” or “Friends, some of you

were asking about numbers less than zero. If you’re interested in learning more about that,

write your initials on the board.” The teacher can also urge certain students to opt-in.

Practiced well and alongside more traditional (but flexible) approaches, the opt-in strategy

can help destigmatize small-group instruction and itself be a formative assessment of

readiness.

65

Uncovering and Responding to Student Interest

What is Interest?

Interest refers to the passions, kinships, and affinities that can motivate a student to learn

(Tomlinson, 2014). In a differentiated classroom, leveraging students’ interests is one

“secret” to making learning both more cognitively and affectively engaging and more joyful.

While not every interest that students have or develop has equal potential as a basis for

differentiated tasks, most interests can be connected to required content and skills in some

way or at some point in the year. Educational psychologists make a distinction between

two kinds of interest: personal interest and situational interest.

Personal Interest

Personal interests are interests that the student brings to the classroom. They are activated

from “inside” the student, but they can be initiated or stoked by the interests of parents

and friends or events and experiences. Personal interests are developed over time and are

largely beyond the teacher’s control to steward or grow, unless the interest is directly

related to content. But, teachers can design rich, authentic learning experiences and tasks

that build on or connect to students’ personal interests. Examples include video games, a

fictional character or “world,” a collection of something, animals, sports, hobbies, music,

etc. Note that a student’s personal interests are not the same as personal tastes. For

example, if a student’s favorite color is red and she loves eating pizza, that is not the same

as the student having an interest in collecting red hair bows and having a passion for

learning about and making different kinds of pizzas.

There are patterns in personal interests that often “hold true” within a particular age range.

This doesn’t mean that every child in a grade level holds these interests, but rather that a

teacher can usually count on a good number of students having the interest, and the

interest having general appeal for most students in a class. For example, many primary-

grades learners are interested in animals/pets, zoos, cartoons, playing outside, fictional

characters, holidays, the seasons, weather, plants, technology, and space.

The geography, values, and context of the community or region where students live

influence patterns in student interest. For instance, there are likely some predictable

distinctions between children who live in rural areas and children who live in urban areas.

Cultural background and socioeconomic status can also influence the interests that

students develop. Although teachers should interpret patterns with these and other factors

in mind, the idea is not to stereotype or pigeonhole students by interest—or to assume a

student is or is not interested in something based on their age, locale, experiences, or

heritage. Rather, the spirit is to understand that all students have personal and situational

66

interests, some of which may be very different from those the teacher might consider

“typical.”

How do Teachers Uncover Personal Interest?

The tasks, prompts, and inventories below can be used to discover students’ personal

interests at the beginning of the year and as students develop new interests throughout the

year.

List or read topics and interests.

Have students circle smiley faces to

show their level of interest. OR

Put topics and interests on pieces of

paper in baggies, and ask students

to choose a certain number that

sound like things they like to do or

want to learn more about.

Implement a “Star Student of the

Day” format as an ongoing

routine for discovering interest

and engaging students in core

skills practice, like Kimberly

Laurance does in her classroom

here.

Use all or parts of If I Ran the School,

which asks students to select 10

topics that they would choose to

learn if they ran the school. Topics

can be reduced and/or read aloud

for younger students to circle.

The Primary Interest-A-Lyzer (J.S.

Renzulli & Mary Rizza) is a lengthier

inventory that can be administered

orally or in stages, and from which

individual items can be excerpted or

adapted.

“Do you collect anything? If so,

what? If not, what’s something

you might like to collect? Why?”

Have students fold a large piece of

paper into quadrants to list, show, or

tell about four kinds of “favorite

things”: (1) favorite game to play, (2)

favorite show/movie to watch, (3)

favorite place to go, and (4) favorite

memory (favorite thing to remember

about).

“Imagine you are going fishing in a

magic pond. There are no fish, but

when you put your fishing pole in,

you can pull out a thing that you love

or want. What would you ‘fish’ for?” I

would fish for…

“Look at the bookshelf and make

a wish. I wish there were a book

about___________.”

“Divide this [circle, square, triangle,

puzzle piece] into as many pieces as

you’d like to show some things that

you like to do. You can use words

and/or pictures.”

“Imagine that it’s Saturday morning!

What are you doing? Watching

cartoons? (Which ones?) Doing an

activity? Sleeping in? Write or draw

about it.” OR “What would be your

best day EVER?”

“Tell or show the story of your

weekend. What are some things

you did? Where did you go? Who

did you see? What was the most

fun thing that happened? Is

there anything you wish you

would’ve done?”

Have students capture their interests

as snapshots from an album or

movie about themselves: When I was

little, I liked…/Now that I’m in

[kindergarten] I like...

“What are some things you like to

do?” Further prompt around sports,

music, community activities, local

sites, travel, hobbies, etc.

“What do you want to be when

you grow up? Why? What do you

think it’s like to be a ________?

What do you think that person

does all day? What makes that

sound interesting to you?”

Pretend you’re having a party! It

could be a birthday party or a “just

because” party. Where would you

like the party to be? What would the

theme of the party be? (Your favorite

character or movie show? A sport?)

Also, what would you give as a party

favor to your guests? Try to think of

something that shows what YOU

like.

Finding Patterns in Students’ Personal Interests

https://www.teachingchannel.org/videos/building-classroom-community

http://www.prufrock.com/Assets/ClientPages/pdfs/SEM_Web_Resources/If%20I%20Ran%20the%20School%20Interest%20Survey.pdf

http://www.prufrock.com/Assets/ClientPages/pdfs/SEM_Web_Resources/Primary%20Interest-A-Lyzer.pdf

67

After gathering information about students’ personal interests, take time to examine both

individual students’ preferences, and the patterns of the class as a whole. This can take

pressure off of feeling like every interest warrants an individualized instructional response.

A sample process follows:

1. Gather and assemble student interest data.

2. Read through the responses. Do not yet categorize them in any way. Take note of

any interests that are particularly unique, unexpected, or surprising.

3. Categorize the data. Use sticky notes (or another method) to create categories that

make sense. Aim to “collapse” interests, and note interests that are difficult to

categorize or that fit into multiple categories. Separate the interests from individual

students.

4. Aggregate the results. List the categories. Which categories are similar and could

be grouped together? Which categories seem similar on the surface but are

nuanced enough to be divided into separate categories?

5. Depict the results. Use a graph, table, or other helpful visual to see the relative

number and nature of the interests. Share this depiction with the class; elicit their

observations and questions.

6. Brainstorm connections. Consider upcoming curricular topics. Record potential

connections between those topics and the categories of students’ personal

interests. Note ideas for collaborative and individual tasks that build on interests.

Situational Interest

Situational interests are interests that arise in response to or as a result of a situation.

Situational interests are activated by the environment and are spontaneous or “in the

moment”. They can develop into personal interests over time. Teachers create situational

interest when they plan and implementtasks with intriguing, choice-based elements. For

example, teachers can create situational interest by letting students choose an animal to

research, asking students to express an opinion about a book they enjoy, allowing students

to play a role in a skit, or selecting a real-world context for solving a problem.

How do Teachers Uncover (and Create) Situational Interest?

These example prompts can be used orally or in writing, on pre-assessments, or entry/exit

tickets to discover situational interest as related to upcoming or current content.

“Soon, we will be learning

about [plants]. Which topics

about plants sound the

most interesting to you?

Circle your 2 favorites.” OR

“What are some things you

“Those are the three task

choices for tomorrow. On

the index card, write the

number of the task you are

most interested in doing.”

“What was the most

interesting thing you learned

about [George Washington]?

What are you still wondering

about [him]?”

68

hope we learn about or do

in our unit on [plants]?”

“Draw a face that shows

how you’re feeling feel

about this topic right now.

Be ready to explain why you

made the face.”

“We’ll be creating and acting

out number story skits.

Where would you like the

story you work on to take

place?” _____in our classroom

_____at a store _____at a

birthday party _____in a zoo

_____I have another idea…

“We’ve been learning about

persuading people through

writing. Who is someone you

would like to persuade? What

would you like to persuade

that person to do or think?”

Responding to Student Interest

There are numerous general ways to respond to student interest. For example:

Connect students who share interests with one another. In real life, interests are

often the “seeds” of relationships. But even students who share the same classroom for

the school year won’t necessarily discover commonalities on their own. Find

opportunities—during instruction or in down times (e.g., standing in line at the drinking

foundation)—to tell students that they share an interest. Maybe two students take

gymnastics, a handful love trains, or several love to draw. Use small moments to draw

attention to interest-based connections, using questions to encourage students to chat

briefly about the interest (e.g., “Rowan and Max, did you know you’re both hockey fans?

Who are your favorite players?”) Sharing a depiction or graph of reported student

interests can also be a launch point to foster student-to-student connections.

Show how curricular content is related to general or specific personal interests.

Many interests can be connected to what students are learning. While it is rarely

necessary to connect every student interest to the topic or skill under study, one to three

relevant and meaningful connections that all or many students can relate to can increase

engagement and help students make better sense of what they are learning. For

example, “Let’s think of all the places on the playground where we can see pushes or

pulls.”

Use interests as a basis for “random” and intentional grouping. Shared personal or

situational interests can be a criterion for pairing or grouping students for instructional

purposes. For example, a teacher might quickly pair students by a general common

interest (e.g., sports, music, movies) for a nature walk, not as a way of differentiating per

se, but to “mix things up.” A more intentional grouping linked to a task might involve

giving different math problem scenarios linked to various interests and matching

students with a partner and a scenario that corresponds with a self-reported interest. Or,

as an example of situational interest, perhaps the teacher has read three stories with

69

characters who get into trouble (e.g., No, David!, Olivia, Where the Wild Things Are).

Students choose one story as the basis for a character analysis task that they complete

with a partner who has selected the same story.

Offer choice. All students of all ages appreciate having choices in learning. Choices based

on students’ personal interest or posed to create situational interest can quench

students’ desire for autonomy and increase engagement. Choices can be simple and

limited in number and scope; 10 different complex project options are not required to

provide meaningful interest-based choices. Take care not to burden the student with a

choice that essentially requires inventing a choice out of the blue. This can happen with

writing tasks. Yes, students should have ample opportunity to write about topics and

texts and experiences (real or imagined) that are important and/or interesting to them.

But, for example, a prompt to “Write about whatever you want,” with no catalysts or

parameters is a far less helpful form of differentiation for student interest than offering

potential topics or storylines driven by personal or situational interest and allowing

students flexibility in coming up with their own option.

70

General Strategies for Differentiating for Student Interest

This chart summarizes some of the ways that teachers can adjust differentiate content,

process, and product to differentiate for student interest.

Interest Strategy: Interest Centers


Content Providing interest-based texts or

resources around a similar concept,

theme, topic, or skill

Designing tasks with situations,

problems, or dilemmas that appeal

to student interest

Giving interest-based research topic

options

Discussion roles or tasks based on a

choice of character or problem in the

story

Designing tasks with open-ended

elements for students to fill in the

blank with interest/experience-based

content

Choose a friendship story to read/listen to.. Be ready to

talk about how the characters were (or were not) good

friends to one another.

Everyone will learn more about one ecosystem of his/her

choice using some of the resources I’ve pulled together…

Here are situations where boys/girls are having trouble

deciding what’s a need and what’s a want. Help the

boy/girl in the situation that is most interesting to you.

Decide whether you want to talk about the problem from

the lion’s point of view or from the mouse’s point of view….

Compare the adventures & experience of two characters in

different stories: one that we read together and one of

your own choosing.

Here are some advertisements for different goods and

services. Choose one for our next activity based on your

interest.

The toy store ran out of the toy you’ve been saving money

to buy! Write a letter to the toy store manager, convincing

him/her to order more _________ so that you can buy one!

(Adapted from Doubet & Hockett, 2017)

Process Using interest centers (to manage

time, to support the development of

a product, to support understanding

of content)

Giving choice of roles in simulations,

literature circle/book groups, or

performance tasks

Asking students to apply a skill or

concept to an interest area

I’ve set-up an interest center for you to visit to go along

with our study of folktale, myths, and legends from other

cultures.

Rank your RAFT task choice. Think carefully about which

role you like best.

Decide who in your group will take each job for the story

discussion.

If you liked the matching shapes game we learned today,

you can play it during choice time at the math center.

Make a pictograph and a bar graph that shows how much

time you spend on four things you like to do outside of

school.

Product Giving product options that vary by

interest

Offering product audience options

that vary by interest

Using independent studies,

enrichment/extended projects, and

interest-driven inquiry tasks

Choice of models for a product

You can write a speech, a how-to list, or a set of directions

to show what you understand.

Write a thank-you note to a community helper of your

choice.

Now that you’ve gathered information for your famous

Tennessean study, I’ll help you think about a product for

sharing that information.

Here are five different examples of this project from past

students. You can decide which one(s) is the best

inspiration for your own project.

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Strategy Summary

Centers are established or set places in the classroom where students go to focus on tasks

that revolve around a central purpose or topic. Unlike stations, centers are independent

and distinct from one another. A center has its own goals and purposes and can involve

single or multiple visits. A teacher can set-up multiple centers in the classroom, but those

centers do not need to be linked by a common purpose or focus. An interest center is

designed to motivate students’ initial or further exploration of topics they are interested in.

This is different from a learning center, which is designed to provide practice in or extend

understanding, knowledge, or skill (Tomlinson, 2014). Interest centers can provide a way of

managing and using limiting materials and tools, or for activities and tasks that are related

to curriculum but are difficult to fit in.


Interest Centers support differentiation in two ways. First, what students do at the center—

the content, process, or products—can be differentiated for interest, with students

choosing what to do and/or how to do it.

Differentiation of

Content


Differentiation of

Product The center includes resources

and materials targeted to varied

interests and are related to a

similar skill, topic, theme,

concept, or question

The center features tasks that use

processes targeted to varied

interests

The center features tasks

focused on the development of

products targeted to varying

interests

Interest centers can also give teachers a way to manage down times so that the teacher

can work with individual or small groups of students.

Design Guidelines

A high-quality interest center has the following traits:

Clear, important goals. The center should be more than just a “place to go” or a

place to store extra things for students to do. The center should be goal-oriented

and connected to something students have learned or are learning.

Rich, accessible materials and tools. The texts, images, realia, and tools that

students encounter and use at the center should be rich in type and scope, worthy

of exploration, and include a range accessible to all students, regardless of

readiness. Materials can stem from personal interest or create situational interest.

Engaging, structured tasks. Whether students work on a task at the center itself or

“take” a task from center to elsewhere in the classroom, interest center tasks should

engage the student’s mind, not just his/her hands. While the task can be open-

72

ended, it should be structured so that the student knows where and how to start

and when the task is complete. For example, going to a center and simply reading a

book—even an interesting one—is not a task and might not require an interest

center. Reading a book in the service of answering a question or doing something

with the information is a better fit. Consistent with the name, interest center tasks

should hook and hold student interest.

Choice. Design the interest center to invite students to make one or more choices.

This might mean a choice of materials to explore, a choice of tasks to complete, or a

choice about whether to work alone or with a peer. An interest center can also

incorporate a choice board (see page ___).

Visual appeal. Ideally, the interest center should look interesting and make

students want to visit it.


Launching the center. Launch the center by formally introducing it to students in

an exciting way. Preview and/or model the center materials and tasks and

communicate expectations for when and how students should engage with the

center. Use set times on that day and/or subsequent days to schedule time for

students to visit and become familiar with the center on a rotating basis. Consider

implementing an interest center that is not itself differentiated before using an

interest center to differentiate for content, process, or product.

Fostering independence at the center. Provide directions for what to do at the

center that take into account students’ age and skill level. Pictures, diagrams, and

recorded directions on a tablet or other easy-to-use device are ways to make sure

that students understand what to do. Implement or use existing routines for

giving/receiving help with center materials and tasks.

Keeping track of what happens at the center. Institute one or more ways to

keep track of center visits and tasks. Students can mark off their names on a chart

or a list after a visit, turn in a task card with work attached (as appropriate) when

they finish, or complete an “audit” card at the end of the week that reports their

center engagement.

Changing the interest center. Keep the interest center fresh and interesting by

changing the focus, materials, tasks, and even the location, relatively often. This

might be when students have cycled through center options, when a unit of study is

beginning or ending, or at the start or conclusion of a marking period.

73

Interest Strategy: Jigsaw (Aronson & Patnoe, 1997)

Strategy Summary

Jigsaw is a cooperative learning strategy that involves putting students in small groups and

having each member become an expert on a different “piece of the puzzle” (i.e., content)

before sharing his or her expertise with other group members as they work together

toward completing an interdependent task. Jigsaw is ideal for conceptual topics and for

addressing large amounts of information in a short timeframe. The process follows:

1. Students meet in home roups of three or four students. The teacher launches the

lesson with a guiding question, purpose, or goals.

2. Students choose to become an “expert” on one of several topic/content options

based on interest.

3. Students meet in expert groups with peers who have chosen the same topic to learn

more about. Expert groups gather their information and prepare to share their work

with their home group.

4. The teacher checks for individual or expert group understanding in order to catch

misconceptions and close knowledge gaps.

5. Students return to their home group to share their information.

6. The home group puts the pieces together by completing a synthesis or transfer task.

7. The teacher checks for individual student understanding.

The heart of the jigsaw structure (students meeting in content- or task-alike groups or pairs

before connecting with peers who did not acquire the same content or work) can also be

used as a general grouping mechanism, or with other strategies such as looking lenses,

RAFT, and TriMind.


Jigsaw is a strategy that can be used to differentiate according to interest or readiness. In

the table below, readiness variations are italicized.



Differentiation of Product Assigning expert groups,

texts, or resources based on

the topic of interest

Forming and assigning expert

groups different texts or

resources based on reading

skills or level of

complexity/abstraction

Having different questions to

answer or processes to follow

in expert or home groups,

based on the interest being

explored

Using tiered questions in expert

or home groups

Providing tiered graphic

organizers for gathering or

synthesizing information in

expert or home groups

Home group synthesis task

allowing for choice of

product based on interest.

Home group synthesis task

with tiered products or

criteria.

Design Guidelines

74

1. Identify the topic, goals (KUDs), purpose, and/or driving question of the jigsaw.

Jigsaw is best used with content that can be explored through varied topics without

compromising important goals. For example, if students are studying Community

Helpers, there may be some jobs that all students learn about as well as jobs that

can be interest-based options for students to explore further.

2. Plan the home group task. This task is the reason for students to divide the

content and become experts. Students can receive this task at the beginning of

jigsaw or after they share their information from expert groups with their home

group. In either case, the task should rely on the information gathered in the expert

groups to be accomplished.

3. Plan the Expert Group activity. Typically, the expert group gathers information

from teacher-provided resources to gain expertise about their topic from books,

videos, or online resources. Give students a way to record the information

independently (e.g., a graphic organizer) so that they can bring it back to their home

group. Build in a process or directions for students to work together in the expert

group and corroborate their information.

4. Plan for formative assessment. The two points at which it’s critical to check for

student understanding are after the expert group activity and following the home

group task. These checks can be informal, but the idea is to catch misconceptions

and to distinguish individual progress toward learning goals from the group effort.


Timeline. Set and enforce time limits for each part of the jigsaw. This is a strategy

that can be implemented in a shorter timeframe (30-45 minutes) or over several

days, depending on the complexity of the content and task and the grade level of

the students.

Group size and composition. Keep home and expert group size small (i.e., two to

three students). This might mean having more than one expert group for a topic

(e.g., two expert groups who are researching animals who live in desert habitats).

Home groups can be composed of students with complementary strengths and/or

formed according to the expert group topics that students have selected ahead of

time.

Mechanics. There are many “mechanical” considerations in planning a jigsaw.

Questions that guiding this planning include the following:

How will I move from home groups to expert groups—and back again?

How and when will I tell students who is in their home and expert groups?

Where will groups meet?

75

Will I give the home group task early in the jigsaw or after their expert group

work?

What is the best way for me to monitor activity during the expert group and

home group tasks?

What should I tell students to do when they are finished with an exert group

or home group task? What happens if some groups don’t finish in the

timeframe?

Jigsaw Examples

Topic: Severe Weather Grade Level: Kindergarten

Related Standard: K.ESS3.3


Know

• Weather is the combination of

sunlight, wind, snow, or rain

and temperature in a place at a

particular time.

• Severe weather is weather that

can damage people or places

or interrupt daily life.

• Types of severe weather:

tornados, heatwaves, floods,

extreme cold/snow

• Ways to stay safe in severe

weather

Understand

• Observing weather patterns

helps make predictions

about (forecast) the weather.

• Forecasting/predicting the

weather can help people

prepare for and respond to

severe weather. (But we can’t

control or stop severe

weather.)

Do

• Explain the purpose of

weather forecasting to

prepare for, and

respond to, severe

weather in Tennessee.

Home Group Launch

Home Group K-W-L. Students meet in teacher-assigned three-member home groups to discuss

ideas for the “know” and “want to know” parts of a whole-class K-W-L on severe weather. Potential

questions for small and large group discussion include: What is severe weather? How is severe

weather different from other kinds of weather? What kinds of severe weather do we know about? What

do we want to know/wonder about severe weather (in general or specific kinds)?

Modeling. Teacher uses tornadoes as a shared example of a

severe weather phenomenon, and to model the idea organizer

(right) that students will also use to guide their expert task

research. Potential content includes 3:25 – 4:44 of this kid-

friendly video Severe Weather video from FEMA:

https://www.youtube.com/watch?v=kXw1feTnkU4 and

excerpts from Tornado! by Gail Gibbons (book or read-aloud).

What ItIs What ItLooksLike(findordrawpicture)

WhenItCanHappeninTennessee

HowtoStaySafe

Tornado

Heatwave

Flood

Extreme Cold

https://www.youtube.com/watch?v=kXw1feTnkU4

https://www.youtube.com/watch?v=VzUuLwF2elg

76

Expert Groups

Students meet with a partner or in a trio to explore another kind of severe weather, based on

their situational interest. Goals of finding out what it is, what it (or its effects) looks like, when it

can happen in Tennessee, and how people can stay safe when it happens. Option: Instead of

giving students individual paper copies of the organizer, display and use a large organizer on the

board. Students can write words or draw picture on sticky notes or report their findings orally for

the teacher to record.

Flooding Experts

Watch

FEMA Video: 1:57 – 2:00

Extreme Cold

Watch

FEMA Video: 5:48 – 6:52

Heatwave Experts

Watch

FEMA Video: 4:54 – 5:48

Note: Severe weather types and resources can be changed. Pages from Gail Gibbons’ It’s

Raining! and It’s Snowing! are

other possibilities.

Home Groups Synthesis & Closure

Home Group Synthesis. Students meet back in Home Groups to share findings and identify three

or more things to add to or change in the K-W-L chart.

Closure. Whole class convenes to revise chart and discuss questions such as Can we stop severe

weather? Can we predict it? If we can’t stop it—or always predict it—what can we do?

Topic: Past, Present, & Future (History) Grade Level: Grade 1

Related Standards: History 1.36, History 1.37, History 1.38


Know

• Differences between

communication, clothing,

technology, modes of

transportation, and

recreation and

entertainment in the past

and in the present

Understand

• The way people live now is

similar to and different from

the way people lived in the

past—and the way they’ll

live in the future.

• Technologies have changed

the way we do some things

now from how there were

done in the past.

Do

Distinguish the past, present,

and future.

Produce complete sentences

to describe people, places,

things and events with

relevant details that relate to

time, including the past,

present, and future.

Compare ways individuals &

groups in the local

community & state lived in

the past to how they live

today.

77

Home Group Launch

Launch. Students are in teacher-assigned home groups of four to examine “then and now”

pictures of Tennessee from http://www.onlyinyourstate.com/tennessee/then-and-now-tn/.

Teacher prompts students to look for similarities and

differences between the “old” and “new” pictures, and

to try to guess when the “old” pictures were taken.

Students discuss in small groups before sharing ideas

as a class.

Modeling. Teacher tells students they will gather

information about life in Tennessee “then and now”

by dissecting more interesting photographs from the

past. To model the process students will use, teacher

shows pictures of communication in the past:

telephones, written letters, and the telegraph (ideally,

these should include pictures of people using these

types of communication) and uses questions on an anchor chart like the one below to think-aloud

and solicit student thinking about the pictures. Teacher uses the stems In the past…. Now, in the

present…. Maybe, in the future… to show students how to transfer information into sentences.

Home group task: Teacher tells students that they will be writing sentences about life in the past,

present, and future like those they just wrote as a class.

Expert Groups

Student Choice. Students choose a topic: clothing, transportation, or recreation and

entertainment.

Expert Task. In expert groups of two to three, students examine a teacher-provided set of

photographs from the Tennessee Virtual Archives related to their topic using the questions from

Looking at Pictures from the Past. Teacher circulates to capture students’ thinking and questions.

Clothing

Transportation

Recreation &

Entertainment

Home Group Synthesis and Closure

In home groups, students take turns sharing what they discovered from their photos. After

sharing, they work in pairs or individually to craft sentences with the stems In the past…. Now, in

the present…. In the future…

Closure. Students share their sentences. Class generates questions about the past they are

interested in researching further.

LookingAtPicturesfromthePast

❺Ws

• WHO orWHAT isinthis

picture?

• WHAT ishappeningin

thispicture?WHATare

peopledoing?

• WHERE isthis?

• WHEN wasthistaken?

• WHY wasthistaken?

• Whatinthepictureseemssimilar totoday?

• Whatinthepictureseemsdifferentfromtoday?

• Whatdoesthispicturemakeusthinklifeinthepastwaslike?

• Whatquestions dowehaveaboutthispicture?

• Whatdoesthispicturemakeuswonderabout?

❓

http://www.onlyinyourstate.com/tennessee/then-and-now-tn/

http://teva.contentdm.oclc.org/cdm/search

78

Interest Strategy: RAFT (Santa, 1988; Buehl, 2009)

Strategy Summary

RAFT is a strategy for designing differentiated performance tasks that ask students to

assume a role, address an audience, in a particular format, about a given topic.

Essentially, RAFTs give students a choice of situations for applying or transferring what they

have learned. Students step outside the context of producing work for the teacher to solve

a problem, address a challenge, address a dilemma, or put knowledge to use. RAFT can be

used to design unit or lesson hooks, sense-making activities, jigsaw tasks, or assessments.


RAFT tasks are a natural fit for interest-based differentiation but can also differentiate for

readiness or learning profile. The table below emphasizes interest differentiation, with

readiness variations italicized.


Differentiation of

Process

Differentiation of

Product

RAFT topics are designed

to appeal to personal

interest or create

situational interest or vary

in abstraction/complexity

RAFT tasks require

students to use or

reference content or

materials that varies by

interest or differs by

reading level or

sophistication

Roles and audiences are

closer to or further from

student experience

Students address an

audience from the

perspective of a role

that appeals to

personal interest or

creates situational

interest

Addressing the

situation or problem in

the RAFT requires a

process that appeals to

varied interests or a

more/less complex

process

RAFT formats appeal

to varied interests or

are tiered for readiness

(e.g., more/less complex

products, more/less

demanding criteria).

Design Guidelines

1. Identify the purpose and learning goals (KUDs) of the RAFT tasks. Decide how

the RAFT will be used in instruction or assessment. Articulate what students should

understand, know, and be able to do as a result of the RAFT.

2. Use a 4x4 grid to generate ideas for RAFT tasks. RAFT “strips” are read from left

to right, with each one representing the essence of the RAFT task option. Roles are

in column 1, audiences in column 2, formats in column 3, and topics in column 4.

Students can mix-and-match the elements, or come up with their own, but they

79

should check their ideas with the teacher first to ensure the new task makes sense

and aligns with the learning goals. Include images in the grid to heighten interest

and support students’ understanding of the task. For younger students, consider

using language like Pretend you are a….talking to….in a….about….

3. Articulate quality criteria. If the RAFT will be used to assess student knowledge,

understanding, or skills; then, articulate the qualities that students’ work should

have, regardless of what task they choose. These criteria should be the basis for

informally or formally evaluating and providing feedback on the tasks.


Introducing RAFTs. RAFT tasks require students to step outside of themselves and

take on a different perspective. Acclimate students to this idea by likening it to

pretending to be someone else.

Task description and expectations. The RAFT template provides an at-a-glance or

bird’s eye view of the task options, but it is not a substitute for more a complete

description (oral or written). Avoid letting students figure out what the task is based

on the template alone.

RAFT formats. When first using a RAFT, consider using format types that students

are already familiar with. Both the formats and the tasks overall should be equitable

in terms of workload and time. If a format is new to students, provide instructions

and guidelines around that format.

Task choice. If the RAFT is differentiated for interest or learning profile, then let

students choose the task that appeals most to them. Make sure that the choice is an

informed one—that is, that students understand what the task involves. If the RAFT

is differentiated for readiness, and it is important that students work with a specific

task, consider giving students their individual “strip”/task and removing the choice

aspect. Or, use tiered RAFTs that give students only “good-fit” choices. In any case,

avoid giving some students choice but not others.

Task appeal. After implementing the RAFT, evaluate how many students chose each

task, evaluating whether tasks held equal appeal—and if not, why not. Use those

results to adjust the RAFT for future use.

80

RAFT Examples

Topic: Retelling/Sequencing Events in a Narrative Grade-Level: Kindergarten and Grade 1


Know

• Characters, setting, major

events, and key details in a

familiar story

• The narrator is the person

who tells the story

Understand

• Stories can be retold

through words and/or

pictures.

• The same story can be

retold in different ways by

different people.

Do

• Retell familiar stories, including

key details. (K.RL.2)

• Retell stories, including key

details, and demonstrate

understanding of their central

message or lesson (1.RL.2.)

• WPAS, identify characters,

settings, and major events in a

story. (K.RL.3)

• Describe characters, settings, and

major events in a story, using key

details (1.RL.3)

• Identify who is telling the story at

various points in a text (1.RL.6)

Context: These RAFT tasks call on students to practice their retellings skills from a different point

of view. Retellings can be oral, written, and/or through pictures. These can be implemented as

transfer tasks following a retelling from the student’s perspective. The roles and audiences can

be adjusted to that of students retelling the stories to classmates.

Text Pretend you are.. ...talking to... ...through... ..about...

The Very Hungry

Caterpillar

The Hungry

Caterpillar

Younger brother or

sister (who is still a

caterpillar)

“Narrated”

pictures

How I became a

beautiful butterfly

Kitten’s First

Full Moon

Kitten

Friend Oral story My search for a big

bowl of milk

Where the Wild

Things Are

Max His mom Dinnertime

Conversation

After I went to my

room…

Are You My

Mother?

The baby bird Mother Bird Oral story How I found you

Tuesday

Librarian

A child who is blind

Storytime

The events of

“Tuesday”

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Topic: Contributions of Famous Tennesseans/Americans

Grade-Level: Grade 1 Related Standards: History 1.40, 1.41, 1.43


Know

• Biographical details and

important contributions of

famous Tennesseans

• Historical facts are information

about the past that is true and

can be proven.

• Historical fiction is information

about the past that is not

true—it might be made up or

based on the truth.

• Other key terms: contribution,

accomplishment

Understand

• The contributions of famous

people from Tennessee’s

past have shaped

Tennessee’s “present”.

• Stories about people from

the past sometimes combine

fact and fiction.

Do

• Identify famous people from

Tennessee.

• Through the use of drawings,

discussions, or writings,

express reasons the

contribution made from

selected Tennessee leaders

were important in the

development of the state.

• Differentiate between fact and

fiction when sharing stories or

retelling events using primary

and secondary sources.

Context: Students have read/heard about famous Tennesseans through biographies. Guided by a

RAFT task, they gather additional information from teacher-provided primary and secondary sources

about one famous Tennessean, making sure to distinguish historical fact from historical fiction.

Students can choose a task based on interest, or be guided to select one that suits their readiness.

Choice 3 is designed to be the most accessible, followed by task 3, task 4, and task 1. This RAFT is

adaptable to second grade, with a focus on contributions of famous Americans.

Task Choice 1. Write a speech or letter (with

words and pictures) from your famous

Tennessean to the people of Tennessee that tells

about your most important contributions and

accomplishments. Begin with some information

about where you’re from and your childhood

before talking about what you hope people

remember you for.

Task Choice 2. Draw your own illustrations for an

exhibit in our school hallway called He’s/ She’s from

Tennessee. Your picture should show a famous

Tennessean doing or saying things related to

his/her most important contributions and

accomplishments. Like in a real museum, you also

need written or recorded information that gives

visitors information (on the side, with the push of a

Role Audience Format Topic

1 Famous

Tennessean

People of

Tennessee

Speech or Letter “Remember Me,

Tennessee!”

2 Young artist

Hallway visitors Illustrations He’s/She’s from

Tennessee!

3 Biographer

Readers Biography on a

page

A great from the

volunteer state

4 You, a citizen of

Tennessee

Postmaster General Nomination (e.g.,

letter or bulleted

list)

A nominee from

Tennessee

82

button) that helps them understand what you’re

showing.

Task Choice 3. Use the template provided to

write a “Biography on a Page” for a special

magazine we will put together called Greats from

the Volunteer State. Your biography should

include a picture and facts about the person’s

childhood, accomplishments, and contributions

to Tennessee.

Task Choice 4. Imagine that the U.S. Postal Service

is asking children for their nominations for people

who should be on a stamp. Nominate your famous

Tennessean in writing or in a recording. Include

facts about the person’s childhood,

accomplishments, and contributions to Tennessee

(and to America, if you can).

Topic: Conservation (ELA/Science) Grade-Level: Grades 1 and 2


Know

• Accomplishments of a

well-known

conservationist

Understand

• Studying and conserving

plant life can help people

solve and prevent

problems.

• People and plants have an

interdependent

relationship.

Do

• Gather and compare

information from

different

texts/sources on

related topics.

Context: Students have read one or more biographies of conservationists like George

Washington Carver (A Weed is a Flower), Will Allen (Farmer Will Allen and the Growing

Table) and/or Wangari Mathaai (Planting the Trees of Kenya), as well as The Lorax. They

choose or are directed to one of the three RAFT tasks. Directions for each task are

provided as examples; the teacher can deliver orally or explain and scaffold each task

according to student needs.

You are… …talking to... …in a... …about...

The Lorax

A Person

You Read About

Written Tribute

(rhymed or

unrhymed)

📝

You Did It!

👏

A Plant

A Person

You Read About

Thank You Letter

💌

Grateful for You

🙏

You

�

Other Children

Detailed List

📋

What I/We Can Do

for Plants

🖐

Choice 1: In the role of the Lorax, write a speech that pays tribute to a conservationist you

read about (G.W. Carver, Wangari Maathai, or Will Allen). Focus your speech on what you

83

admire about what the person did for plants and how that improved life for people. Try to

sound like the Lorax, if you can. See if you can rhyme some words too.

Choice 2: Imagine that you are a plant (pick one you like best or that makes sense for your

audience). On behalf of plants everywhere, write a thank-you letter to G.W. Carver, Wangari

Maathai, or Will Allen. Focus your letter on what you are grateful that the person did, both

for plants and for animals and/or people. Write in the voice of the plant and include a

picture of “yourself.”

Choice 3: After learning about plants, studying biographies of famous conservationists, and

hearing The Lorax, you are inspired to do something to help care for plants. Write and

explain a list of things you (or other kids) could do to help plants that is also connected to

helping people. Include at least one thing that is inspired by something or someone you

read about. Each thing on your list should be closely connected to the relationship between

plants and people.

84

Interest Strategy: Choice Grid Strategy Summary

A choice grid presents interest-based task options in a 3x3 grid, similar to a Think-Tac-Toe

(Tomlinson, 2014). The tasks are arranged by the goals they share; students select one task

from each set to complete. Choice grids can be used to organize tasks that students will

complete independently during a unit of study, tasks at an interest center, or anchor

activities.

(Shared

Goals/Purpose)

(Shared

Goals/Purpose)

(Shared

Goals/Purpose)

Task Option 1

Task Option 1 Task Option 1

Task Option 2


Task Option 3



Choice grids are a “delivery system” for tasks that differentiate content, process, or product

for interest or learning profile. They can also be a strategy for readiness differentiation

when the teacher uses “tiered” choice grids with more/less advanced options. Choice grid

tasks can be designed using other strategies, such as RAFT, TriMind, or multiple

intelligences.

Design Guidelines

1. Focus the choice grid. Use a topic, concept, text, text type, or set of skills. Examples

include character study, states of matter, habitats, playing with numbers, famous

Tennesseans, or conducting research.

2. Select learning goals for each set of tasks. Decide what knowledge,

understanding, and/or skills each task set will focus on. Alternatively, start with one

or more worthy tasks, determine what the learning goals are, and place them in the

corresponding row(s).

3. Create tasks. All nine tasks should be engaging, appealing, and substantive, but

also require roughly the same workload and cognitive stretch. Use a specific

strategy to design tasks, select or adapt existing tasks from other resources, or

create new tasks. One approach is to place any suitable preexisting tasks into the

85

Ggid, discern the goals, and fill in the grid with the blank spots that remain. An

alternative to using a 9-task grid is to start with a three-or six-task grid and work up

to a nine-task grid over several units.

4. Place tasks in the grid. Ensure that all three tasks in a given row are aligned with

the same goal(s). Choices aligned with the same goals should look equally appealing

and require a similar effort. Also, consider all possible task-choice combinations to

make sure that a particular combination doesn’t leave a student with too much—or

too little—to do.

5. Make the grid user-friendly. The choice grid that students receive or see should

take into account their ages, reading skills, and attention spans. Making the choice

grid look fun—or even game-like—without obscuring the purpose or the tasks, can

go a long way in increasing student interest and investment. Use shapes, images, or

graphics to reinforce the focus of tasks or as a way for students to select tasks.


Introducing a choice grid. Launch the Choice Grid in the context of a game where

students have to make choices about the best task for them in each row (or column,

depending on how it is designed). Display the Grid up front for review. Make sure

that all students know what each task is and involves. If students have paper copies

of the grid, use pennies, cubs, or another manipulative as “game pieces” that

students place on their choices.

Guiding students’ choices. The placement of tasks within each set of goals is

intentional, so make sure that students know that they shouldn’t choose three tasks

under the same goal set. It otherwise doesn’t matter what students select. If a

student is having trouble choosing, prompt along these lines: “Which one are you

most excited about?” “I know you really like to [draw], so this task might be good for

you,” and “Do you have your own idea that is like one of these choices?” Let students

know that if they start to work with one task choice and feel like it’s not working for

them, they can switch tasks.

Timeframe. Choice grids are best for tasks that will be completed over the course

of days or weeks, rather than in a single lesson or day.

Task Completion. Decide whether students will turn in tasks as they complete them

or turn their work when all tasks are finished. This is a decision that will likely be

guided by how and for what purpose the choice grid is being used.

86

Choice Grid Examples

Topic: Playing with Numbers Grade Level: Kindergarten

Related Standards: K.CC.A.3, K.CC.C.6, K.CC.C.7, K.OA.A.1, K.OA.A.2


• Greater than, less than,

equal to

• Numerals 1-10

• Addition (+), subtraction

(-), and equal sign

symbols (=)

Understand

• Objects can be counted to tell how

many there are (the number of

objects).

• Numbers can be compared to

another.

• Addition is “putting together” or

“adding to”; subtraction is “taking

apart” or “taking from.”

Do

• Identify whether the number of

objects in one group is greater

than, less than, or equal to the

number of objects in another

group

• Compare two given numbers up to

10, when written as numerals,

using comparative terms.

• Represent addition & subtraction

in multiple ways (objects, fingers,

drawings, acting out).

Context: This choice grid can be used to structure interest- (and/or readiness-based) practice with key

mathematical concepts and skills over the course of a week, or as part of an ongoing routine. The

student view is featured first, followed by the teacher view. Activities are organized according to

whether students complete the activity alone, with friends, or with the teacher but can be rearranged

according to level of student independence. If the grid is displayed on a screen, students can put

initialed sticky notes on their choices.

Student View (on paper or projected on screen)

By Myself

With Friends

With the Teacher

Whose is “Greater”?

.

Decide who has more items in

their collection of something.

Snap It!

Play this game with 1-2 friends

who also want to play.

Snack Stories

Add & subtract piles of

healthy snacks to tell

number stories.

Quick Pick

Pick two numbers from a

hat to compare.

How Many Are Hiding?

Play this game with 1-2

friends who also want to play.

Storyteller

Invent, tell, and show your

own number

stories.

87

Roll the Dice

Roll dice to compare two

numbers.

What’s Missing?

Play this game with 1-2

friends who also want to play.

Stories from Stories

Use other number stories

to come up with your own.

Teacher View (for planning and implementation)

Comparing Numbers Number

Compositions

Number Stories

Whose is “Greater”?

Present students with a scenario

about friends who have similar

collections. Their job is to count each

collection and decide who has more

of each thing. For example, “Violet

and Parker each have collections of

the same things: pennies, rocks, and

buttons. (Provide actual collections

with items in plastic baggies.) Who has

more of each one? Count and write

the numbers of the things each bag

on the sticky notes. Use the words on

the vocabulary cards (Greater Than,

Less Than, or Equal To) to tell who has

more and how you know.”

Snap It!

Directions for game

here:

https://www.youcu

bed.org/task/

snap-it/

Model for students

before having them

play with friends.

Snack Number Stories

▪ Teacher puts pile of snacks (e.g., raisins,

Cheerios, goldish crackers) on the table.

Option: Teacher models a number story

before or as the student works.

▪ Student counts number of items.

▪ Student places a cut-out addition symbol

(+) next to the pile.

▪ Student puts another pile of snacks next

to the symbol and counts them.

▪ Student takes away the symbol and put all

the snacks together and says how many

there are in one pile. Teacher prompts

same or different student to count again

to check.

▪ Student tells a number story that fits the

model as or after he/she works.

Repeat with other numbers, snacks, and

subtraction symbol.

Quick Pick

Put two sets of numbers 1-10 (on

cards) in a hat or box. Students pull

out two numbers at a time and place

them on the table.

Option 1: On a handout provided,

they write each number on a line and

circle Greater Than, Less Than, or Equal

To to compare the numbers.

Option 2: Students write the numbers

and circle the bigger number of the

How Many Are

Hiding?

Directions for game

here:

https://www.youcu

bed.org/

task/how-many-

are-hiding/

Number Storyteller

Students use cut-out addition (+) and

subtraction (-) symbols and manipulatives to

tell, act out/model, and solve number

stories that use addition or subtraction. For

example, Two kindergarteners were sitting at a

lunch table, and three more children sat down

with them. How many children were there at

the table all together? Use pennies or other

small objects and the addition symbol (+) to

act out, or model, the stories. Students then

https://www.youcubed.org/task/

https://www.youcubed.org/task/

https://www.youcubed.org/%20%20task/how-many-are-hiding/




88

two or draw an equal sign between

them when the numbers are the

same.

Model for students

before having them

play with friends.

draw or write out one or more of their

stories.

Roll the Dice

Provide sets of dice that are two

different colors (black/white,

red/green, black/red). Students roll

the dice and decide which color die

has the greater or lesser number,

using sentences like 6 is greater than 4

and 5 is equal to 5. A handouts similar

to the one for “Quick Pick” above can

also be used.

What’s Missing?

Each partner begins

with a set of 10

paper clips, a 10-

piece puzzle, or 10

markers. Partners

work individually to

make a “chain” (with

the clips or markers)

or puzzle that has

10 or fewer items.

Partner 1 shows

his/her work to

Partner 2, and

Partner 2 writes

how many are

missing on a card

before showing it to

Partner 1, who says

whether the answer

is correct. Students

repeat process for

Partner 2.

Number Stories from Number

Stories

With guidance and support, students review

other students’ number stories/pictures.

(Examples here:

http://everydaymath.uchicago.edu/commun

ity/student-gallery/number-stories/) ) They

use these stories as models/inspiration for

their own stories.

http://everydaymath.uchicago.edu/community/student-gallery/number-stories/)

http://everydaymath.uchicago.edu/community/student-gallery/number-stories/)

89

Topic: Animals and Where They Live Grade Level: Grade 2

Related Standards: 2.LS2.1, 2.LS2.2


Know

• Traits of where animals’ live

• Specific ways that animals

depend on their

surroundings and other

living things to survive

• Changes in the

environment that can

affect animals (e.g.,

temperature, cutting down

trees, wildfires, pollution,

salinity, drought, land

preservation)

Understand

• All living things interact in

independent systems.

• Living things depend on their

environment.

• Living things depend on other

living things.

Do

• Compare how animals

depend on their


living things to meet their

needs in the places they

live.

• Predict what happens to

animals when the

environment changes.

Context: This choice grid can be introduced following or in conjunction with lessons on

animal structures and functions and habitats. Although students can see the whole grid to

get a “big picture” sense of what they’ll be doing, in implementation, students work with the

Research tasks first, followed by the Game Time! Tasks, and concluding with the Roles,

Please! tasks.

1. Research

How do different animals

depend on their surroundings

and other living things to meet

their needs?

2. Game Time!

How does this animal depend on

its surroundings and the living

things in it?

3. Roles, Please!

What happens to the animal

when there are changes to its

environment?

Choose a NEW animal to

research using teacher-

provided resources. Record

your findings using the

same model/organizer we

used together (to compare

how different animals

depend on their


living things). Be ready to

share what’s most unique

about how this animal

depends on its

environment.

Create a matching game

with (1) pictures of things in

your chosen animal’s

surroundings and (2) words

that tell what the animal

depends on each thing for.

After your teacher has

checked your work, choose

a partner to play your

game.

Put yourself in the shoes of

a scientist who studies this

animal. Use your expertise

to come up with a way to

teach kids (in this

grade/class) about what

could happen to the animal

when there are certain

changes to its

environment.

90




what you find out about

how the animal depends

on its surroundings, etc. in

your own way--different

from the organizer/model

we used together. Be

ready to share what’s most

unique about how this

animal depends on its

environment.

Design a Guess Who?

Game by coming up with 8-

10 clues about your chosen

animal, based on how your

animal depends on its

surroundings. Arrange your

clues from “hardest” to

“easiest.” After your

teacher has checked your

work, choose a partner and

read your clues to him/her

in order. Let the partner

guess the animal after each

clue.

Imagine that you’re are a

member of a Wildlife

Protection group.

Focusing on human

activities that can affect

your animal’s environment,

record a brief video that

explains what people

should (or should not do)

so that the animal’s habitat

is not harmed. Make sure

you give information about

how changes to the

animal’s environment could

affect the animal.




your findings using the

blank fishbone, T-chart,

or Web model/

organizers. Be ready to

share what’s most unique

about how this animal

depends on its

environment.

Play a game with yourself:

Come up with as many

answers as you can for this

prompt: The way that [this

animal] depends on

___________ for ___________ is

like how humans depend

on ________ for _________.

Share your ideas with your

teacher, and then with a

partner. Have the partner

give you other ideas for the

“human” comparison.

Act or (and/or write or

record) a conversation

between a mom/dad

animal and a

son/daughter animal

about changes to the

environment that could

affect your habitat. Have

the younger animal ask the

questions and the older

animal answer the

questions.

91

Interest Strategy: Learning Menus Strategy Summary

A learning menu presents interest-based task options in the framework of a restaurant

menu. Like a choice grid, tasks are arranged by goals or purpose. Unlike a choice grid, the

teacher can incorporate both required and choice-based elements. Learning menus can be

simpler or more complex, depending on the age and readiness of the students, and be

modeled after menus at a range of restaurant types (e.g., fast food/quick service, full

service, fine dining).

Learning menus are ideal for organizing and delivering tasks that students complete alone

or with others over the course of a unit, during dedicated menu time, when the teacher is

meeting with small groups, or as an anchor activity. Learning menus are an excellent tool

for marshalling and using tasks that can be hard to get to in the course of a normal day or

week.

Sample Learning Menu Template

Appetizers

Hooks that invite students into the menu (give them something

to “nibble” on)

Main Dishes

Goal-aligned tasks that all students complete

Side Dishes

Choice-based, goal-aligned tasks

Desserts

Choice-based, goal-aligned tasks


Learning menus are a “delivery system” for planning and implementing common tasks as

well as those that differentiate content, process, or product for interest or learning profile.

Menus can also be a vehicle for readiness-based differentiated when the teacher creates

“tiered” versions (e.g., one that is more advanced, and one that is less advanced). Learning

menus tasks can be designed with strategies such as entry points, RAFT, TriMind, VAK, or

Multiple Intelligences.

92

Design Guidelines

1. Focus the learning menu. Use a topic, concept, text, text type, or set of skills.

Examples include making and using money, all about America, plant life, weather

systems, characters on adventures, folktales & fables, word study, and observing like a

scientist.

2. Articulate learning goals (KUDs) for the menu. Overall, what should students

know, understand, and be able to do as a result of engaging with menu tasks? It’s

okay to be general; goals for each section of the menu will be more specific.

3. Select/design menu framework. Real or adapted restaurant menus (handheld or

menu “boards”) of any kind provide possible frameworks for learning menus. Decide

what parts the Menu will have, including which sections will feature tasks that all

students will complete and which sections will feature tasks differentiated by

interest.

4. Articulate the purpose and/or learning goal(s) for each menu section.

Regardless of which or how many sections the menu has, decide what purpose each

section serves. For example, is the appetizer section (if there is one) a “hook” into

the menu content, or is it a first step that’s connected to a main dish task? If the

task(s) in a section are targeted toward certain learning goals (KUDs), select those

goals from the menu goals, or articulate more specific learning goals. Alternatively,

start with one or more worthy tasks, determine what the learning goals are, and

place the task(s) into the appropriate section of the menu.

5. Select/design common tasks. Decide which tasks all students will complete. Select

or design these and place them into the corresponding section(s).

6. Select/design differentiated tasks. Select or design tasks for sections of the menu

where students will have task choice. All tasks should be engaging, appealing, and

substantive, but also require roughly the same workload and cognitive “stretch.”

Ensure that all tasks in a sections are aligned with the same goal(s). Consider all

possible task-choice combinations across the menu to make sure that a particular

combination won’t leave a student with too much—or too little—to do.

7. Make the menu user-friendly. The learning menu that students receive or see

should take into account their ages, reading skills, and attention spans. Making the

menu look “appealing, without obscuring the purpose or the tasks, can go a long

way in increasing student interest and investment. Use a realistic layout or images

of food to make the menu seem “real.”


Introducing a learning menu. Launch the learning menu in the context of a being

at a restaurant, going to party, or eating a meal at someone’s house, where there

93

might be a combination of things you “have to” eat and things you “choose to” eat.

Display or project the menu for all students to see as the tasks are reviewed and the

timeline specified. Make sure that all students understand each task and what it

involves.

Guiding students’ choices. In the choice-based sections, students can select based

on interest or preference. If a student is having trouble choosing, prompt along

these lines: “Which one are you most excited about?” “I know you really like to

[draw], so this task might be good for you,” “Do you have your own idea that is like

one of these choices?” Let students know that if they start to work with one task

choice and feel like it’s not working for them, they can switch tasks.

Task completion. There may be aspects of the menu that the whole class does at

the same time. In addition, decide whether students will turn in tasks as they

complete them or turn in their work when all tasks are finished. This is a decision

that will likely be guided by how and for what purpose the learning menu is being

used.

Learning Menu Example

Topic: On an Adventure! Grade Level: Grade 1

Related Standards: ELA RL 1.1-1.3, RL 1.5, 1.7, 1.9


Know

• An adventure is a sequence

of events focused on a goal

that is unusual, exciting, or

dangerous for the

character/person on the

adventure.

• Adventures can be “small”

(involve little excitement or

danger) or “big” (involve

much excitement or

danger).

• Setting, characters, events,

problem, solution, and

central messages in

adventure stories

Understand

• Stories of the same kind

(e.g., adventure stories)

follow a similar pattern &

have common traits.

Do

• Identify the

characteristics of an

adventure story.

• Retell stories, including

key details

• Compare and contrast

the adventures and

experiences of characters

in different stories.

Context: This menu organizes the hook and substantive tasks in a unit on the

adventure stories genre. The teacher can display and provide a general overview of the

menu and then introduce the specific task in each section as the unit progresses. Texts

can be common or differentiated for readiness. Possibilities might include: Are You My

Mother?, Kitten’s First Full Moon, How I Became a Pirate, Gingerbread Man Loose in the

94

School, Blueberries for Sal, Harold and the Purple Crayon, Where the Wild Things Are, Olive

the Other Reindeer, The Polar Express, All About Corduroy, Library Mouse: A World to

Explore, and Amos & Boris.

Appetizers: Defining Adventure

What do you think of when you hear the word adventure? Choose one or more of the

tasks below to express your ideas. Be ready to share your ideas with a partner and in a

class discussion later this week. We will try to come up with a definition of adventure

together!

Draw one or more

picture(s) that show an

adventure.

Write, tell, or draw

about a movie or show

that you think has

adventure in it.

Listen to the reading of

“We’re Going on a Bear

Hunt.” Decide if this is an

adventure.

Write words that you

think go along with

adventure. Decorate

your words to make

them look like the word!

Write, tell, or draw

about an adventure

that you’ve

experienced—or would

like to experience.

Give three reasons that

people like adventure

stories.

Main Dishes: Retelling & Comparing Adventures

You have now read/heard and discussed several stories and poems that involve

characters on adventures. [List here]. Next, you will choose one story and complete two

tasks.

Retell It! Retell the story from the

point of view of the main character.

Make sure your retelling includes the

setting, characters, setting, major

events, problem, solution, and central

message. End your retelling with a

closing sentence.

Compare It! Use a Venn Diagram or

other organizer to compare and

contrast the adventures and

experiences of the characters in this

story with another story of your choice.

Sides: Extending Adventures

95

For these tasks, you should use a different story than the ones in the Main Dish section.

It can be a story you’ve read already or a new story. Choose ONE task to complete, with

teacher guidance:

The New Adventures of... A kids’

channel is turning one of the adventure

stories you’ve read into a cartoon

show! The writers want episode ideas

from kids who are fans of the book.

Based on what you know about these

characters and setting, propose an idea

for a new adventure. It should have a

problem and a solution.

Mapping a New Adventure. Plan a

new adventure in the story by making

a map of it. The map should show the

settings(s) and what happens at

different parts of the adventure. Make

sure to include the problem and

solution.

Dessert: Exploring Real-Life Adventures

Adventures happen in real life too! After hearing a brief description from your teacher,

choose the book you are most interested in reading, discussing, and writing about in a

small group during guided reading time.

The Man Who Walked

Between the Towers by

Mordicai Gerstein

The Top of the World:

Climbing Mount Everest

by Steve Jenkins

Flight: The Journey of

Charles Lindbergh by

Robert Burleigh & Mike

Wimmer

96

Uncovering Student Learning Profile

What is Learning Profile?

Learning profile refers to how students learn, how they process what they need to learn,

or how they think about, remember, and prefer to use what they learn (Tomlinson & Sousa,

2011). Learning profile is best thought of as a set of preferences, not as inherent

characteristics or traits of a student.

In the Tomlinson model, learning profile has several overlapping dimensions:

Learning Style: Learning style theories and models contend that people learn in

different ways, and that they will learn better or more efficiently when the

circumstances or demands of learning match their preferred approach. The idea isn’t

to label a student as x or y kind of learner, and most individuals can and do learn in a

variety of ways. Rather, the spirit of learning style is to help students find pathways and

conditions for learning that work best for them in a given situation. Models developed

by David Kolb (Learning Style Inventory), Bernice McCathy (4Mat), and Kenneth and Rita

Dunn (Dunn & Dunn Learning Styles Model) are well-known examples.

Intelligence Preference: Intelligence preference refers to models of human intelligence

and ways of thinking that are related to individual learning preferences. Specifically, the

work of Howard Gardner and his Multiple Intelligences theory and Robert Sternberg’s

Triarchic Theory of Intelligence are particularly well-known theories. Each of these

models is described further in the context of related strategies on pages______. Both

theories view intelligence as multi-faceted, complex, and malleable, and these theories

advocate leveraging students’ intelligence preference strengths as well as growing in

areas of relative weakness.

Culture- and Gender-Influenced Preference: Although a person’s culture or gender does

not dictate how an individual will learn, research indicates that culture and gender do

influence individual preferences in learning. For example, culture or gender may shape

a student’s proclivity for:

o working independently or working collaboratively;

o viewing time and schedules as fixed or viewing them as flexible;

o interpreting communication literally/directly or interpreting communication

figuratively/indirectly;

o valuing logic over feelings or valuing feelings over logic;

97

o approaching tasks in an orderly way or approaching tasks in a roundabout

way;

o spatial and number-based tasks or verbally based tasks;

o learning well in stressful situations; and

o teacher feedback or approval.

For teachers in diverse classrooms, it is important to recognize that their own sense

of how learning should happen is shaped by their own culture and gender, which is

different from at least some of their students. While teachers should refrain from

overgeneralizing to every student from a cultural group or gender, planning with

certain patterns in mind can make a learning a better fit for many students.

How do teachers gauge student learning profile?

Gauging student learning profile can involve (1) asking students about their preferences

and (2) observing how students work and the choices they make. In practice, it is similar to

gauging student interest. There is no scientific basis for using an inventory or assessment

to “diagnose” students as a certain kind of learner. But, students’ responses to questions or

prompts can reveal patterns among students in a class or preferences that are unique to

individuals.

The tasks, prompts, and inventories below can be used to discover students’ personal

interests at the beginning of and throughout the year. These example prompts can be used

orally or in writing, on pre-assessments or entry/exit tickets to discover situational interest

as related to upcoming or current content. When is learning easy for you? Hard for you?

General Strategies for Differentiating for Student Learning Profile

My Way is an Expression

Styles Inventory that asks

students about preferences in

creating certain kinds of

products. The inventory can

be delivered orally as an

interview with spoken

responses or hand signals to

indicate strength of

preference, or students can

circle responses on paper

copies.

Use the prompt Would You

Rather…? to pose questions

related to learning preference.

For example, “Would you

rather….work by yourself or work

with a partner?” “Would you

rather…stand up or sit down

while learning something new?”

“Would you rather...work in a

quiet work or work in a room

where there’s noise or music in

the background?”

Have students rank their

choices based on this list to

assign them an Entry Points task

(see page ____): Right now, I think

I would prefer to…

____Tell, read, or hear a story

____Give reasons for something

____Think about big questions

____Use my senses

____Working with numbers

__ ____Do a hands-on activity

Provide and/or read a list of

learning preferences (e.g.,

Expose students to varied

techniques for a skill like

Ask students about learning

preference choices that related

http://www.prufrock.com/Assets/ClientPages/pdfs/SEM_Web_Resources/My%20Way.pdf

98

Doing one thing at a time,

Listening to music while I work,

Having a choice about how to

do something). Have students

respond, circle, or sort each

preferences into one of two

categories: LIKE ME or NOT

LIKE ME (idea from Tomlinson,

2004).

memorization. Observe which

technique seemed to work best

for each student, in addition to

asking students which technique

they preferred.

to an upcoming task. For

example, “Next week, we are

going to be learning about how

to use Tumblebooks. Would you

prefer to hear about it from the

teacher, go to the site and try to

figure it out yourself, or watch a

video overview of the site

before trying it?

Give students a brief survey to

guide their selection of “Tri-

Mind” tasks differentiated for

Sternberg intelligence

preference (see page ___). I

like ___figuring out how things

work _____using my imagination

____ giving practical advice to

friends

Use words and pictures to show

and tell about what this classroom

would look like if it were your best

place to learn.

When you’re learning about

famous people, do you prefer

to…

• Listen to a real person/

teacher talk

• Watch a video about the

person

• Read about the person

• Something else: ____________

99

General Examples of Adjusting Content, Process, and Product for Student Learning

Profile


Content

• Taking in content by reading

it, listening to it, or viewing it

• Seeing models or

demonstrations that

illustrate a concept or skill

• Presenting content “whole-

to-part” and “part-to-whole”

• Provide different “entry

points” (Gardner, 2006) into

content (storytelling, giving

reasons, thinking big,

activating senses, working

with numbers, or using

experience)

• Go to two of the four stations to learn

about Martin Luther King, Jr. There are

books at station 1, videos on iPads at

station 2, recording of speeches at station

3, and images at station 4.

• Watch the BrainPop video to better

understand how the water cycle works.

• You can choose to study how animals

survive by examining what the same part

on different animals does for those

animals OR by studying a function and

how different animals use their parts for

that function.

• Choose an entry points activity to get you

thinking about living and non-living things.

There’s a storytelling task, a five senses

task, a ‘giving reasons’ task, and ‘hands-on’

experience task.

Process

• Making sense of ideas

orally, visually, by acting

them out, or in writing

• Competing against self or

competing against others

• Varied roles or lenses for

processing information or

applying skills

• Offer different types graphic

organizers

• Working in different places

in the classroom

• Processing/reflection with

others with others or

processing/reflecting alone

• Using analytical, practical, or

creative thinking

• Play the clothespin football dice game to

practice adding and subtracting. You can

play against yourself or play with a

partner.

• Count the number of times that you see the

kitty cat pop up in this short cartoon video.

You can count in your head, with your

fingers, by moving the counting cubes, or

by making marks on paper.

• Rank your choices for jobs in tomorrow’s

class discussion. Think about which one

you are best at and make that #1.

• There are two kinds of organizers you can

use to gather information about your

habitat. Choose one or come up with your

own way to organize. Check with me first!

• I’ll be showing you three different ways to

record your observations of matter. You’ll

100

• Using thinking associated

with a Multiple Intelligence

preference

choose and use the one that makes the

most sense to you.

• You can work on the rug, on the bean bag

chairs, or at your desk. Choose a spot

where you think you’ll get the most work

done.

• Decide whether you will want to do the

experiment I modeled alone or with a

partner.

• Tell the story of how to get from one part

of your house to another using the

directional words we’ve learned OR draw

and label a map of how to get from one

part of your house to another using those

directional words (adapted from Doubet &

Hockett, 2017).

• Find five objects in the classroom and

prove that they have symmetry OR choose

one object in the classroom that has a

purpose and make a list of ways that

symmetry helps the object do its job.

Product

• Product modes or options

that vary by means of

expression

• Use of varied technologies

in developing a product

• Developing products that

emphasize analytical,

practical, or creative

thinking

• Developing products that

are associated with a

Multiple Intelligence

preference

• Show the facts you learned about Davy

Crockett by drawing a series of pictures,

making a recording, or acting out a short

skit. Include one “fiction” part to try to

“trick” your classmates.

• Record your presentation

• Make a list of rules with reasons, write a

simple how-to guide, or deliver a

monologue.

• Write a multi-entry diary about the life

cycle of a plant from the plant’s point of

view OR design a handout for

kindergarteners that uses the life cycle to

teach how to take care of a plant.

• Create musical rhymes OR helpful

diagrams with pictures that would help

someone remember the different states of

matter and types of each one.

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Learning Profile Strategy: Entry Points Strategy Summary

Entry points is a strategy developed by Howard Gardner for inviting students in a topic,

concept, or text through one of six “doorways.” The idea is to leverage a learning

preference to pique students’ interest in what they are about to study. Each entry point is

derived from Gardner’s Multiple Intelligences. The table below shows each Entry Point in

Gardner’s strategy, more student-friendly names, and a brief description. The framework

can also be used to design culminating tasks, which are better characterized as exit points.

Entry Point

(Gardner,

2006)

Student-

Friendly Name

(Doubet &

Hockett, 2017)

Brief Description Potential Task Starters

Narrational Storytelling Use story or narrative

structure to communicate

ideas or principles.

Read or listen to a story

about…./Tell a story about…

Logical Giving

Reasons

Use reasoning, argument,

or cause-and-effect

relationships.

Make a case that…/Prove…/

Decide how…/Provide a good

explanation for…

Quantitative Looking at

Numbers

Provide or examine data;

examine numerical

relationships.

What do these numbers say

about…?/Find the connection

between…

Existential Thinking Big Pose or think about big

questions about life and

the world; consider big

ideas; make meaning.

Think about…/Here’s a big

question for you:

Aesthetic Activating

Senses

Emphasize sensory or

surface features; activate

the five senses.

Use your five senses

to…/Describe how ____looks,

tastes, smells, feels, or

sounds…

Experiential Using

Experience

Use a hands-on approach,

deal directly with

materials (physically or

virtually), experience

simulations, give personal

explanations.

Sort…/Classify…/Use…/Imagine

that you’re in this

situation…/You’re a _____ faced

with the problem of…

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Differentiation of

Product

The materials, text, or

information can “fit” the entry

point or task parameters. For

example, spoken, written, or

video narratives; various

pictures, images, or symbols;

and graphs or sets of numbers.

Each entry point draws on

different kinds of thinking

processes for taking in and

making sense of content.

Adjusting the product/output

of each task (e.g., written,

drawn/ sketched, spoken,

selected).

Design Guidelines

1. Select a concept, topic, skill, or text. If using entry points at the beginning of

the unit, this would be the essence of what the unit is about (e.g., The Sun,

Moon, and Stars; Consumers and Producers; All About Tennessee; Measuring

Things; Addition and Subtraction; or Telling a Story. Entry points do not need to

connect to shared learning goals (KUDs). The topic is sufficient to unite the tasks.

2. Brainstorm entry points. Use the names and descriptions of each entry point

to generate task ideas. Focus on the kind of thinking each one calls for—not on a

kind of product. Note: It’s not necessary to come up with tasks for all six entry

points; use only those that make sense. Several options can be enough.

Consider using tasks that are similar to or sampled from tasks that all students

will be exposed to or work with later in the unit.

3. Refine and balance the tasks. Make sure that the entry point tasks are

“equalized” in cognitive demand and time required. Remember that the purpose

is to give previews of unit content, not to engage students in elaborate activities

or product development.


Student choice. Let students choose from entry point options, or give students

an entry point task based on a simple survey derived from the task options.

Students can work independently or in partners, depending on task design.

Labeling and reinforcing tasks. Label the tasks with the student-friendly name

or other engaging terms that elevate the status of all task options. Use icons or

images (on the screen, on cards) to show the essence of each task (e.g., a book

for Storyteller, a head for Thinking Big).

Managing task responses. Bring students together in same-task pairs or

groups and/or mixed-task pairs or groups to share their ideas. Follow with a

whole-class discussion to synthesize key ideas and generate questions for the

upcoming unit.

103

Entry Points Examples

Topic: Geometry (Shapes) Grade level: Kindergarten

These tasks are designed to pique student interest in content and skills related to

geometry K.G.A.1-3, K.G.B.4-6. Students can choose one task or work with several in a

stations rotation.

Storytelling Task

Tell a fun story about a

shape. It could be about

why the shape looks the

way it does, a problem the

shape has, or what the

shape’s day is like. Make

sure you describe what the

shape looks like in your

story.

Reasoning Task

Choose a 2D shape and a

3D shape that “go together”

(square and cube, circle and

sphere, triangle and

pyramid). Tell or show the

things that the 2D shape

can do that the 3D shape

can’t, and the things the 3D

shape can do that the 2D

shape can’t.

Numbers Task

Choose one of the paper

cut-out shapes (triangle,

square, rectangle). Use a

pencil and/or scissors to see

how many of this same

shape you can make from

this shape. Count how

many you have when you

think you’re finished.

Think Big Task

Think about it: Is the shape

of something important?

Does the shape “matter”?

Why or why not? Give three

examples using things you

see in our classroom.

Senses Task

Choose a shape from the

mystery box. Close your

eyes and hold each one in

your hand. See if you can

guess what it is. Describe

what it looks and feels like

to a partner, and have the

partner say if you’re right.

Experience Task

Use the play-dough to make

different shapes that you

know. Try to combine the

shapes to make other

shapes. Be ready to share

what you found out about

how shapes can fit

together.

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Topic: Plant Life Grade level: Grade 1

Students engage with their choice of these tasks before going on observational nature

walk. They share their work with peers who completed different tasks before convening

as a whole-class to generate questions they have about plant life. Based on content from

1.LS1.1-3; 1.LS2.1-3.

Storytelling Task

Watch and listen to The Tiny Seed [with or

without a hard copy of the text]. Which

parts of the story do you think are true and

could actually happen? Which parts do you

think are made up and couldn’t actually

happen? Be ready to explain your thinking.

Reasoning Task

Can music help plants grow? Watch the

video about an experiment that tried to

find out. Explain in your own words what

you think the experiment showed.

Think Big Task

What do you think life would be like

without plants? List or tell all the things

that you think would change and why.

Think about how people and other living

things depend on plants.

Senses Task

Sit next to the unusual-looking new plant

that your teacher has brought into the

classroom. Use your five senses to record

detailed observations about the plant.

Topic: Globes and Maps Grade level: Grade 2

Students choose a task following a shared reading of Me on a Map by Joan Sweeny and a

brief discussion of the concept of perspective as related to globes and maps. Based on

content from grade 2 geography standards.

Storytelling Task

Come up with ideas for

your own Me on a Map

book. What maps would it

include? What perspectives

would it capture or show?

Reasoning Task

Go to the online maps that

are bookmarked for you.

From the perspective of

someone planning a cross-

country road trip, decide

and explain how you might

use each one.

Numbers Task

Numbers on a globe can

help give perspective. Search

the classroom globe to find

all the ways numbers are

used. Make a chart or list

that shows what you find.

Think Big Task

Make a Venn Diagram or

other visual that compares

and contrasts maps and

globes. Be sure to include

what each one can do or

show that the other can’t

do. Think especially about

the perspective of each one.

Senses Task

Look closely at different

maps (of Tennessee, the

United States). Select a

“winner” for Best Map based

on which one is the most

pleasing to your eye and

gives the best perspective.

Experience Task

Use Google Earth to explore

different perspectives

starting with your house or

our school and “zooming

out” to the globe.

https://www.youtube.com/watch?v=o54o71wVa2c

105

Learning Profile Strategy: Tri-Mind

Strategy Summary

Tri-Mind is a strategy based on Robert Sternberg’s Triarchic Theory of Intelligence, which

views intelligence as having three components, all three of which are necessary to be what

Sternberg calls “successfully intelligent.”

Analytical (Schoolhouse) Intelligence – Analyzing, comparing/contrasting,

seeing the parts and the whole, examining cause and effect, and thinking

logically or sequentially. This kind of intelligence is emphasized in traditional

school instruction and on standardized tests.

Practical (Street-Smart) Intelligence – Putting ideas into action, applying

knowledge and skills in real situations, carrying out tasks efficiently, and

engaging in on-the-spot problem-solving. This kind of intelligence is emphasized

in Girl Scouts/Boy Scouts.

Creative (Innovative) Intelligence – Imagining possibilities, thinking “out of the

box,” inventing, innovating, proposing unique solutions, or generating novel

insights. This kind of intelligence is emphasized in technology development and

in the advertising world.

In Tri-Mind, the teacher designs tasks that emphasize the thinking represented in each of

these intelligences and are aligned with the same learning goals (KUDs). TriMind can also

be used as a framework for planned varied tasks throughout a unit that all students will

complete.




Differentiation of Product

The materials, text, or information

can “fit” the intelligence type or

task demands. For example:

Graphs, charts, bulleted text,

informational narratives, and

opinions for analytical

intelligence

How-to texts or videos,

demonstrations, and models

for practical intelligence

Designs, images/graphics, and

synthesis of multiple sources

for creative intelligence

Note: Content of any kind can

be matched with tasks that

emphasize each intelligence.

Each of the intelligences draws on


processes for taking in and making

sense of content. For example:

Analyzing, breaking down, and

evaluating for analytical

intelligence

Applying, adapting, and

transferring for practical

intelligence

Creating, designing, and

synthesizing for creative

intelligence

Using products in tasks that

employ or require each

intelligence. For example:

Timelines, tables, flow

charts, and classifications

for analytical intelligence

Letter of advice, how-to

list/guide, and note to self

for practical intelligence

Role play, sketch of a new

idea, advertisement, and

symbol for creative

intelligence

106

Design Guidelines

1. Identify the learning goals and purpose of the TriMind tasks. Articulate what

students should understand, know, and be able to do as a result of TriMind tasks.

TriMind can be used to design hook activities, but it is best reserved for designing

sense-making tasks and summative products.

2. Design or choose a base task. Design or select a rich task that aligns with the

learning goals and fits the instructional or assessment purpose. Then, ask whether

the task emphasizes analytical, practice, and creative intelligence.

3. Use task frames associated with each intelligence to create other versions of

the task. The frames in the table below are scaffolds for drafting Analytical,

Practical, and Creative tasks. Final versions of tasks may “sound” different, but the

prompts are helpful brainstorming tools.

Analytical Task Starters Practical Task Starters Creative Task Starters

Evaluate [this

situation] for clues

about…

Compare and

contrast…

Give step-by-step

directions for…

Explain how [this]

works the way it does

Describe and show

how the parts of…

Carefully study…to

decide the best…

Prove that…

Give advice to someone

about…

Apply what you learned

about [this topic] to

help [this

person/group] solve….

Teach someone how

to…

In the role of…decide

how…

Decide how someone

in the real world

could...

Use your own

experiences to…

Think about how a real

person…

Come up with a new

way to…

Suppose/imagine

that…

Invent a new way

to…

Write a skit that

shows….

Use words and/or

pictures to design….

Connect [this] to

[this] to show…

Change….so that…

Predict what might

happen if…

4. Refine and balance the tasks. Make sure that the TriMind tasks are equalized in

cognitive demand and time required for completion.


Student choice. Let students choose from TriMind options, or give students the

task that matches their preferences on a simple survey. As a general rule, students

should work with their preferred intelligence task when content or skills are new, or

when the task is an assessment. When content or skills are more familiar, the

teacher might ask students to work with a task outside their comfort zone.

107

Labeling the tasks. Using the terms “analytical, practical, and creative” with

students isn’t necessary, but doing so can work in the context of teaching them

different ways to think about strengths and differences. Label the tasks with the

student-friendly name or other engaging terms that elevate the status of all task

options, or simply number the tasks.

Management. Bring students together in same-task pairs or groups and/or mixed-

task pairs or groups to share their work. Follow with a whole-class discussion to

synthesize key ideas.

Tri-Mind Examples

Topic: Addition and Subtraction Situations Grade Level: K-2

Related Standards: Operations & Algebraic Thinking; Standards for Mathematical Practice


Know

• Add to, take from, put

together, take apart,

compare

• 1-10 (20, 30) addition/

subtraction facts

• Strategies for solving

contextual addition/

subtraction problems

Understand

• Solving problems means

making sense of

problems.

• Skilled mathematicians

can solve problems,

explain how to solve

problems, and model

problems.

Do

• Solve contextual

problems involving

addition and subtraction.

• Make sense of problems

and persevere in solving

them.

• Articulate mathematical

ideas.

Context: These tasks provide three ways to extend addition/subtraction problem-solving

within the K-2 standards related to Operations & Algebraic Thinking and to engage with the

Standards for Mathematical Practice. (The KUDs above are broadly written, not grade-level

specific.) Students can solve the same problem or different problems that are tiered for

readiness.

Analytical Task Practical Task Creative Task

Solve the problem. Then,

give someone else step-by-

step directions for how to

solve it. Include how the

person can tell if they’re

right.


come up with a list of

practical tips (do’s and

don’ts) for solving this kind

of problem.


come up with another

problem like it for someone

else to solve. Use different

numbers and a different

situation.

108

Topic: Analyzing Characters in Friendship Stories Grade Level: K-1

Related Standards: Reading Literature, K.1 & K.7/1.1 & 1.7


Know

• Characters can be

described in terms of

how they look, think,

feel, and act.

• Traits of a “good friend”

Understand

• Characters in a story

have traits that are easy

to see and traits that are

not-so-easy to see.

• Skilled readers use the

words and the pictures

to figure out what

characters are like.

Do

• Ask and answer

questions about key

details in a text.

• Use illustrations in a story

to describe its characters.

Context: These tasks are designed for use with shared or differentiated stories that

portray characters interacting with or as friends (e.g., Frog and Toad, Chrysanthemum,

Elephant and Piggie, Amos and Boris, The Giving Tree, The Boy Who Grew Flowers, Rainbow

Fish). Within the theme of friendship, the teacher can lead students in discussion of what it

means to be a “good friend” and record a list of student-generated traits. Students can

choose from the three tasks, or all students can complete the Analytical Task and choose

for the Practical or Creative Task as a “part 2,”


Be a detective! Based on what

he/she says and does in the

story, is [this character] a

good friend? Prove it by

using evidence from the

words and pictures in the

text, not just your feelings.

Be a friend! Give advice to

[this character] about

how to be a better friend.

Use what the character

does and doesn’t say and

do in the story to give

your advice

Be a fortune teller! Predict what

kind of friend [this character]

would be if he/she came to life.

Come up with ideas in a list

and be ready to tell what parts

of the story—the words and/or

the text—support each

prediction.

Topic: Word Study Grade Level: K-2

Related Standards: Reading Literature, K.1 & K.7/1.1 & 1.7


Know

• Correct spellings and

definitions of targeted

words

• Any rules or patterns by

which the targeted

words can be grouped

Understand

• Words share traits (e.g.,

patterns, meanings).

• Words can be sorted into

categories according to

shared traits.

Do

• Sort words into

categories to gain a

sense of concepts the

categories represent.

• Identify real-life

connections between

words and their use.

Context: In this application of TriMind, all students complete the Analytical Task with their

word study words (which can be the same for all students or differentiated for readiness).

Students then choose from the Practical or Creative Task to apply the words.

109


All students: Study the letters

and parts of your Word Study

words to see how they are

alike and different. Sort them

into the categories on the

header cards given to you.

Then, see how else you can

sort/group the words. Think

about what the words mean,

how people use the words, or

what they look like.

Choice 1: Use the

checklist (or tablet

camera) to find your

word study words “at

work” someplace in our

classroom besides on the

Word Wall. You can look

in books, on posters, on

directions, or anyplace

else you can think of.

Write, record, or be ready

to share explanation of

how the word was used.

Choice 2: Tell a silly or

funny story using words

and/or pictures that uses

[all, most, many] of your

Word Study words. Make

sure the story has a

problem, even if it’s only a

“little” one.

Topic: Heredity (Traits) Grade Level: Kindergarten

Related Standards: K.LS3.1 Heredity: Inheritance & Variation of Traits


Know

• Traits are characteristics

that are passed down

from “parent” plants and

animals to their own

offspring (children).

Understand

• Young plants and

animals inherit traits of

their parents. (They

look like their parents.)

Do

• Make observations to

draw conclusions.

• Identify traits that plant

and animal offspring

and their parents share.

Context: These tasks are designed to follow 1-2 lessons related to inherited traits. The

tasks are aligned with the same KUDs so that students can choose or be assigned a task.

The Analytical Task is well-suited to students who needs to “see” and practice the idea in a

hands-on/minds-on way.


Match the pictures of the

young plants and animals

with the “parent” plants and

animals. Some are a little

tricky, so take your time!

When you finish, draw

another young plant/animal

and its parent that you can

think of. Be ready to explain

what clues you used to do the

matching, as well as your

drawings.

Use pictures of young

plants & animals and their

parents to show and tell

why human children look

like their parents. For

humans, you can use

yourself or people you

know as examples. OR Use

pictures of young plants

and animals to give advice

to the baby bird from Are

You My Mother? to help him

figure out what his mother

looks like before he leaves

the nest.

With a partner, act out two

short skits: One with a

parent animal talking to a

baby animal, and the other

with a parent plant talking

to a young plant. (You can

choose which animals and

plants.) In each skit, the

parent should tell the

“child” what he/she will

look like when they grow

up—and why.

110

Topic: Plant Life Grade Level: Grade 1

Related Standards: 1.LS1.1-3; 1.LS2.1-3


Know

• Plants parts

(structures): roots,

stems, leaves, flowers,

fruits

• Plants need air,

sunlight, water,

nutrients, and a

place to “root and

shoot” to grow and

thrive.

Understand

• The structures of a

plant have specific

functions that are

interdependent.

• Plants depend on their

environment and other

living things to meet their

needs where they live.

Do

• Identify how plants

depend on their

environment to survive.

• Conduct an experiment to

show how plants depend

on air, water, minerals

from soil, and light to grow

and thrive.

• Recognize the structure of

plants and describe the

function of the parts.

Context: Students have worked in teams to research and conduct an experiment with a

plant native to their region of Tennessee. These three tasks are designed to be completed

individually or in partners so that students can transfer what they’ve learned to a new

situation. With all three options, providing models and/or clear guidelines for product

expectations will help ensure that students produce quality work that is appropriate to the

grade level. No matter which task they select, students must include (1) a labeled scientific

drawing of a plant, key facts about the plant, and information about how the plant depends

on its surroundings and other living things.


Describe and show the parts

of a plant native to our

region of Tennessee in a

detailed Native Plants

Information Card that could

be used in an exhibit.

Teach someone how to

take care of a plant native

to our region of Tennessee

by making a “how to” guide

on a poster or in a short

booklet.

Show what happens to a plant

native to our region of

Tennessee by putting

together the Diary of a Plant. It

can be from the plant’s point

of view, or from the point of

view of an observing young

botanist (you!).

Topic: Evaluating an Advertisement for a Good or Service Grade Level: Grade 2

Related Standards: Grade 2 Economics, Standard 2.11


Know

• An advertisement is a way

of selling a good or service.

• Advertising formats (e.g.,

print, broadcast, online).

• Ways that advertisements

try to persuade (e.g., facts,

Understand

• Advertisements are used

to persuade consumers

to buy goods and

services.

• Consumers can detect if

information in

Do

• Evaluate the

information in an

advertisement for a

good or service.

111

numbers, promises,

pictures)

advertisements for

goods and services is

true or exaggerated.

Context: Grade 2 Economics Standard 2.11 asks students to Write an opinion piece

evaluating an advertisement to sell a good or service. These are three different processing

tasks for evaluating an advertisement for a product or service can be assigned in

anticipation of or in preparation for a formal opinion piece.


Compare 2-3 different

advertisements for

goods/services that are

similar. Which one is more

persuasive? Which one is more

“true”? Choose the winner and

give a well-reasoned

explanation for your choice.

A toy company (or theme

park) has asked for your

opinion about an

advertisement that is aimed

at children your age. Review

the ad and tell them

whether or not the ad

makes you want the good

and service, and explain

why.

Create a “mock” or draft

version of a new

advertisement for a good

or service. Review existing

ads for this type of good or

service first, so that you do

an even better job than

those ads do. Give an

explanation of what makes

your ad persuasive.

112

Learning Profile Strategy: Thinking Caps

Strategy Summary

Thinking caps (Tomlinson & Sousa, 2014) is a variation of Edward DeBono’s Six Thinking

Hats, a strategy developed for problem-solving discussions in the business world. Students

use various thinking caps to discuss an issue, question, or problem. For example, ideas a

new classroom rule or routine, the best design for a class experiment on plant growth, or

which character from recently-read stories would be the ideal friend. The goal of thinking

caps is to arrive at a set of agreed-upon solutions or conclusions related to the topic at

hand. Students participate in the discussion wearing one of five caps.

Blue Cap

Yellow Cap Green Cap Orange Cap Red Cap

Values facts,

information,

and data

Intuitive, trusts

his or her

feelings or

“gut;”

concerned with

the feelings of

others

Imagines

possibilities,

thinks

creatively, looks

for innovative

solutions

Thinks

practically;

brings people

together to

solve the

problem

Looks for

problems and

flaws (red flags)

in suggestions;

cautious




• Students take in (watch, read, hear)

different information and ideas prior

to the discussion.

• Teachers conducts different small-

group thinking caps discussions

focused on various topics or issues.

Students volunteer for the thinking

caps that they want to wear. They

stay in the cap for the duration of the

discussion or switch caps mid-

discussion.

Teacher pairs or groups students

heterogeneously or homogeneously

by thinking cap strength to come up

with a solution or complete a task.

Design Guidelines

1. Begin with a central idea, key question, or understanding goal for all students to

discuss or problem solve.

2. Decide which thinking caps to use. Use only the caps that fit the topic and purpose.

3. Have students meet in similar-cap partnerships for brief discussion before

participating in mixed-cap discussion.

113


Introducing thinking caps. Give context for thinking caps by discussing the

meaning of the phrase “put on your thinking cap,” including the idea that there are

different kinds of thinking that people can do, especially when it comes to solving a

problem. Provide a brief overview of each thinking cap, and have students

brainstorm friends, family members, and characters or figures who best “show”

each kind of thinking.

Managing Thinking Caps. Strategies for managing thinking caps include the

following:

o Have students make caps from colored paper to wear during discussion to

help remember their roles.

o Use thinking caps first in whole-class discussion, with all students wearing

the same cap, to model the purpose of each one. A fishbowl model or

concentric circles structure can also be used to introduce and model the

thinking caps working together.

o The soundbites below can also be copied on colored paper and used to train

or remind students about what each role involves.

Blue Cap “One fact we know is…”

“The numbers show that…”

“The information says…”

“According to [the story, the author, the article]…”

Yellow Cap “I’m feeling like…”

“I feel that…”

“I wonder how _____ would feel about…”

“My gut says…”

Green Cap “What about this idea?”

“Here’s a new thought…”

“I can imagine…”

“One possibility is…”

Orange Cap “In real life…”

“I see a connection between…”

“That would work because…”

“What _____ is saying makes sense with…”

Red Cap “Red flag!”

“That’s a good idea, but what about…?”

“One problem I see is…”

“We should be careful about…”

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Learning Profile Strategy: VAK Strategy Summary

Visual/Auditory/Kinesthetic-Tactile (VAK) describes three “modes” for taking in, processing,

and absorbing information. Input associated with each one follows:

Visual: text, numbers, images, graphics, models, videos, flowcharts, diagrams,

tables, re-enactments

Auditory: voice, audio and video recordings, speeches, lectures, interviews,

music, rhymes/chants

Kinesthetic-Tactile: skits, mimes, games, experiences, demonstrations,

manipulatives, hand-on models/materials, movement

In the absence of disability or impairment, all people take in information and ideas in these

ways.




Differentiation of

Product Content is adjusted for VAK

preferences (e.g., presented with

visuals, through voice (teacher’s,

someone else’s), and/or through a

hands-on activity).

Instructional delivery or tasks

incorporate materials or questions

that ask students to evaluate

through looking, through listening,

or through doing, feeling, or

experiencing.

Tasks provide product options

that are associated with VAK

preferences. For example,

students are asked to express

what they’ve learned through

visuals, audio recording, or

acting it out.

Design Guidelines

There are three main ways to use VAK in planning:

• VAK (multi-modal) lessons. In this approach, teachers consider the ways they

might incorporate visual, auditory, and kinesthetic-tactile models and experiences

through instruction. A lesson on the equal sign might start with a tactile experience

like putting counting cubes on a balance scale, saying and hearing the equations

they model out loud, and then seeing or writing those equations.

• VAK (multi-modal) tasks. A task that all students do and incorporates some

combination of visual, auditory, or kinesthetic means of taking in or expressing

ideas is best thought of as a multi-modal task, rather than a differentiated task. For

example, if students are asked to make a list of important facts about a famous

person after reading a picture book and watching a short video on the person, the

task infuses visual and auditory learning, but it is not differentiated.

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• VAK (differentiated) tasks. Using VAK to create differentiated tasks involves

planning three versions of the task that are united by common learning goals

(KUDs): one visual, one auditory, and one kinesthetic.

The chart below shows examples of how students can acquire, make sense of, and

express

content in visual, auditory, or kinesthetic-tactile ways.

Examples Visual Auditory Kinesthetic -Tactile Acquiring &

Making Sense

of Content or

Skills

• Reading or seeing

text, numbers, or

images

• Watching a video

• Examining a graph,

table, flowchart, or

diagram

• Writing words

down/taking notes

• Using pictures/logos

to see key ideas

• Analyzing “before

and after” examples

• Hearing explanations,

stories, narratives

• Hearing/watching

audio/video recordings

• Listening to a speech

or interview

• Hearing key ideas and

vocabulary repeated

• Playing a game

• Manipulating or

exploring a physical or

virtual model

• Enacting a skit

• Participating in a

simulation

• Seeing/using props

• Sorting and classifying

(physically or virtually)

• Moving during learning

Expressing/

Producing

• Creating visuals to

depict/explain ideas

• Making a timeline

• Writing rhyme, song,

chant, spoken word

• Delivering an

explanation, speech,

presentation (live, via

recording)

• Creating a game

• Making a model

• Writing and delivering a

skit

• Giving a hands-on

demonstration


Labeling students. Research does not support the idea of diagnosing learners as

visual, auditory, or kinesthetic, or that students must be taught in a certain style to

maximize their achievement. All teachers should consider various ways that content

might be presented in visual, auditory, or kinesthetic-tactile modes.

Learning goals and VAK. When giving visual, auditory, and kinesthetic options for

acquiring or making sense of content, take care that students are targeting the

same KUDs. If it seems like students who engage with a visual option, for example,

are getting more less, or something different, consider whether the lesson or task

should be differentiated.

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VAK Examples

Topic: Historical Fact vs. Historical Fiction Grade Level: Grade 1

Related Standards: History 1.40 – 1.43

Adapted from a task developed by Kristina Doubet in Brighton, Moon, Jarvis, & Hockett

(2007)


• Historical facts are information

about the past that is true and

can be proven.

• Historical fiction is information

about the past that is not

true—it might be made up or

based on the truth.

• Selected facts about a specific

historical event or figure

Understand

• Stories about people and

events from the past

sometimes combine fact and

fiction.

Do

• Differentiate between fact and

fiction when sharing stories or

retelling events using primary

and secondary sources.

•

Context: These tasks are designed to follow the study of a historical event or figure using primary source

documents, to better understand the concept of historical fact versus historical fiction. Students can choose or be

assigned a task based on their strengths or preferences.

Visual Task Auditory Task Kinesthetic Task

Draw a mural or a series of pictures

showing facts about the historical

event [or person] we’ve been

studying. Try to trick your

classmates by putting one “pretend”

picture into the mural. See if your

classmates can find it. Begin by

planning a list or storyboard.

Make a tape-recording that tells

facts about the historical event [or

person] we’ve been studying. Try to

trick your classmates by saying one

“pretend” part in your story. See if

your classmates can find it when

you play the tape for them. Begin

by planning a list or storyboard.

Once the story is together, try to

work in sound effects.

Act out (in a play or pantomime) the

facts about the historical event [or

person] we’ve been studying. Try to

trick your classmates by saying one

“pretend” part in your

play/pantomime/puppet show. See

if your classmates can find it when

you perform the play for them.

Begin by planning a list or

storyboard. Once the story is

together, work in props and cues.

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Skill: Reciting “The Star-Spangled Banner” Grade Level: Grade 2

Related Standard: Government & Civics 2.21

Learning Goals

Know

• Lyrics of “The Star-

Spangled Banner”

• “The Star-Spangled

Banner” is our national

anthem and was written by

Francis Scott Key during

the War of 1812

• Meanings of key words/

phrases in “The Star-

Spangled Banner”

Understand

• Patriotic songs and poems

can help celebrate and

commemorate (remember)

important events in U.S.

history.

• Patriotic songs and poems

are a part of our national

identity.

• Songs and poems often tell

stories.

Do

• Recite and analyze the

lyrics of “The Star-Spangled

Banner” to determine the

meaning of the song and

its origins in the War of

1812.

Context: The three sets of techniques below can be used to introduce, analyze, recite, or have

students memorize all or portions of “The Star-Spangled Banner.”

Visual Techniques Auditory Techniques Kinesthetic Techniques

• Teacher and/or

students create or

select logos or

pictures for key and

challenging words in

the song to use on

poster-size anchor

chart displays of the

lyrics.

• Students watch an

animated version of

the song here.

• Students engage in

repeated

recitations/singings

of the song while

seeing the lyrics as

teacher points (or

has students point)

to words.

• Students record

themselves reciting or

singing the lyrics, or use a

recording of someone

else. They use the

recording to aid

memorization, eventually

using it only to help when

they forget a word or line.

• Students watch/listen to

recorded versions of the

song being sung at events.

(These should be versions

in which the words are

very clearly articulated.)

• Students and teacher

engage in oral “fill-in-the-

blank” recitation or singing

in whole-group, small-

group, or one-to-one

arrangement. (Teacher

leads, says or sings lyrics,

stopping randomly for

students to complete lines

or phrases.)

• Teacher cuts lyrics into

sentence strips. Students

arrange strips into

correct order/sequence.

• Student writes out the

lyrics. (also visual)

• Student writes missing

words in fill-in-the-blank

version of lyrics. (also

visual).

• Students use hand

motions and body

movements that

correspond with the lyrics

to act out the song.

(These can be teacher-

generated, student-

generated, or based on

American Sign Language.)

https://www.youtube.com/watch?v=PWMy7Rpk5Bo

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Learning Profile Strategy: Multiple Intelligences (MI) Summary

Multiple Intelligences (MI) refers to a theory developed by Howard Gardner. According to

the theory, human intelligences comprise at least eight capacities:

Verbal-Linguistic Logical-

Mathematical

Musical-Rhythmic Visual-Spatial

Ability to perceive

and generate

spoken or written

language

Ability to appreciate

and use numerical,

abstract, and logical

reasoning to solve

problems

Ability to create,

communicate, and

understand

meanings made out

of sound

Ability to perceive,

modify, transform

and create visual

and/or spatial

images

Bodily-Kinesthetic Interpersonal Intrapersonal Naturalistic

Ability to use all or

part of one’s body

to solve problems

or fashion products

Ability to recognize,

appreciate, and

contend with the

feelings, beliefs and

intentions of other

people

Ability to

understand oneself,

including emotions,

desires, strengths

and vulnerabilities,

and to use such

information

effectively in

regulating one’s

own life

Ability to distinguish

among critical

features of the

natural

environment

Gardner says that all normally-developing people have these abilities to one extent or

another and will achieve some levels of skill in each one, even though some people will

accomplish more than others in each intelligence area. There are several strategies that

can be used to plan classroom instruction and assessments using MI: Entry Points

(described earlier in this handbook on page ___), 8 Ways and The Profiler (described

below).

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Differentiation of Product The materials, text, or information

can “fit” the intelligence type.

For example:

• Sets of numbers/data (L/M)

• Narrative accounts (V/L)

• Written or Recorded

Interviews (Inter)

• Diary Entries (Intra)

• Photographs/Images (V/S)

Each of the intelligences draws on


processes for taking in and making

sense of content. For example:

Manipulating language (V/L)

Using body movements (B/K)

Talking with or about others

(Inter)

Analyzing facts (L/M)

Visualizing (V/S)

Using products in tasks that

employ, require, or are

associated with each

intelligence. For example:

• Maps (V/S)

• Rhymes/Chants (M)

• Pantomime (B/K)

• Cause-Effect Chart (L/M)

• Oral Retelling (V/L)

• Diary Entry (Intra)

• Skit (Inter)

Design Strategy: 8 Ways (Armstrong, 2009)

This strategy is a direct translation of the MI framework. The teacher identifies the topic or

goal(s) to be taught or assessed and then uses the eight intelligences as filters through

which to consider different ways students might show their understanding. It isn’t

necessary to use all eight intelligences. Refer to the full model to brainstorm ideas, and

then develop and select only those that best fit the goals, timeframe, and students.

Intelligence Associated Verbs Example Task Starter ELA Example using

No, David! by David

Shannon

Verbal-Linguistic

Read about, write about,

talk about, listen to

In your own words,

write/talk about…

…what makes David a

funny character.

Logical-Mathematical Quantify, thinking critically

about, analyze, compare,

experiment with

Make a comparison

between…

On a scale of 1-10, how…

…David and Olivia (from

Olivia).

…”bad” is David?

Visual-Spatial See, draw, visualize, color,

mind-map, depict, make a

metaphor/analogy

Draw a quick sketch that

shows…

…what David would be

doing if he were in our

classroom.

Bodily-Kinesthetic

Built, act, touch, dance,

move, pantomime

Pantomime how you

think…

…David would act at the

grocery store on a “bad”

day.

Musical-Rhythmic Sing, rap, listen to,

compose, express, lyricize,

make a musical

comparison about

Compose a rhyme or

short song using a familiar

tune that…

…captures how David

acts in this story.

Interpersonal Teach, instruct, collaborate

on, interact with

Collaborate with a partner

to decide….

…what kind of friend

David would be.

Intrapersonal Connect to own life, make

personal choices about,

reflect, self-evaluate

Describe in a few words

your personal feelings

about…

….times when you act

and feel like David

Naturalistic Connect/compare to living

things and natural

phenomena

Decide which animal is

most like…

…David.

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Design Strategy: The Profiler (Doubet & Hockett, 2015)

The profiler associates each Multiple Intelligence with a profession or real-world endeavor.

The teacher considers what a person in that job does and designs a task that puts the

student in that role, using the associated skills to address a challenge or solve a problem

related to the content and learning goals. The idea is to generate two to four substantive

and engaging options that make sense for the grade level and topic—not to offer eight

tasks. In the primary grades, teachers can change the names of occupations, or simply

consider those occupations to generate task ideas.

Writer

Storyteller

Commentator

Comedian

Verbal-Linguistic

Architect

Designer

Photographer

Map Maker

Visual-Spatial

Analyst

Engineer

Statistician

Lawyer

Detective

Logical-Mathematical

Actor

Builder

Choreographer

Mime

Coach/Player

Bodily-Kinesthetic

Listening, speaking,

writing, storytelling,

explaining, teaching,

using humor,

convincing,

analyzing, using

language, grasp of

syntax and

semantics

Understanding

charts and graphs,

strong sense of

direction, sketching,

painting, creating

visual metaphors,

designing objects,

interpreting visuals

Problem solving,

classifying and

categorizing, finding

relationships among

abstract concepts,

handling long chains

of reasoning and

data

Dancing, physical

coordination, sports,

hands-on

experimentation,

using body

language, crafting,

acting, miming,

building, moving

Lyricist

Composer

Performer

Musical-Rhythmic

Poet/Songwriter

Artist

Blogger

Intrapersonal

Counselor

Mind-reader

Tour guide

Host (Talk Show,

Party)

Interpersonal

Ranger

Botanist

Conservationist

Zookeeper

Naturalistic

Singing, playing

musical

instruments,

whistling,

recognizing and

remembering tonal

patterns,

composing,

understanding tonal

and rhythmic

structure

Recognizing personal

strengths and

weaknesses,

reasoning,

awareness of and

ability to evaluate

thinking and feelings,

understanding role

with others

Seeing things from

other perspectives,

listening,

communicating,

empathizing, conflict

resolution,

understanding

others' feelings,

motivations, and

intentions

Recognizing,

observing,

collecting,

organizing, sorting,

classifying, and

caring for elements

of nature; noticing

changes in

environment

121

Implementation

Student choice. Let students choose from MI tasks, or give students the task that

matches their preferences on a simple survey. As a general rule, students should

work with their preferred intelligence task when content or skills are new, or when

the task is an assessment. When content or skills are more familiar, the teacher

might ask students to work with a task outside their comfort zone.

Labeling the tasks. Using the formal names of each intelligence with students isn’t

necessary, but doing so can help students understand that abilities and strengths

are varied. Label the tasks with the student-friendly name or other engaging terms

that elevate the status of all task options, or simply number the tasks.

Management. Bring students together in same-task pairs or groups and/or mixed-

task pairs or groups to share their work. Follow with a whole-class discussion to

synthesize key ideas.

The Profiler Examples

Topic: Sorting and Classifying Objects Grade Level: Kindergarten

Related Standards:


Know

Terms/Concepts:

attribute, category, order

(least to greatest)

Counting numbers 1-10

Understand

• Objects can have similar

and different attributes.

• Objects can be sorted

into categories that

represent the attributes

they share.

• The number of objects

in a category can be

counted. The categories

can be put in an order.

Do

• Sort a collection of

objects into a given

category, with 10 or less

in a category.

• Compare categories of

sorted/classified objects

by group size.

Task Process

1. Student sorts the objects to see how many of each kind there are. Note:

Teacher can provide header cards with names and/or pictures of each category,

and the hint that there are 10 or less in each category.

2. Student explains how he/she decided where each one would go.

3. Student writes how many of objects there are in each category. Optional:

Students generated their own additional categories.

4. Student decides which category has the most objects in it, and which category

has the fewest objects in it. Be ready to tell someone.

5. Student responds to profiler task (Builder, Park Ranger, Collector, Detective)

6. Teacher conducts discussion in small groups or with the whole class using

questions like, “How does sorting a collection of objects make the objects

122

easier to use? What else is helpful about sorting objects into categories? What

does it show you?”

Task Options

Builder (Bodily-Kinesthetic) Park Ranger (Naturalistic)

You are a builder who needs to organize

blocks by [shape, color] for a new

project.

Step 5 Prompt: What could you build

with these blocks? Come up with 1-2

ideas.

You are a park ranger who needs to

organize leaves by [type, size, color] for

the Nature Center. Step 5 Prompt: What

could the Nature Center use these

sorted leaves for? Come up with 1-2

ideas.

Collector (Intrapersonal) Detective (Logical-Quantitative)

For this option, the teacher/students bring

in a small collection for this option (e.g.,

rocks, figurines, coins). You are a collector

of _______ who needs to organize this

collection by [size, color, type] on your

cleaning day. Step 5 Prompt: What

would you like to add or take away from

this collection? Come up with 1-2 ideas.

You are a detective who needs to

organize [paper cut-outs of] cookies by

[kind] to help a mom figure out how

many cookies her son ate without

asking! Step 5 Prompt: What else

could the mom do with these sorted

cookies? Come up with 1-2 ideas.

Topic: Rules and Laws Grade Level: Grade 1

Related Standards: Government & Civics, Grade 1. Standards 1.27, 1.28, 1.33


Know

• Definitions: rule, law

• Examples of state-level

and national-level rules

and laws. State

examples: wearing a

seat belt, bike helmet,

motorcycle helmet; not

texting while driving;

child restraints; voting;

getting a driver’s license

at a certain age

Understand

• Rules and laws help

communities function and

keep citizens safe.

• Different levels of

government are

responsible for creating

and enforcing different

rules and laws.

Do

• Give examples of a

rule and a law through

the use of drawings,

discussions, or

writings.

• Distinguish rules and

responsibilities that

citizens follow specific

to their states from

national rules and

responsibilities.

Context: These tasks are designed to use in a grade 2 government unit, following 1-2

lessons on rules and laws. Students can choose the task that appeals to their learning

123

preference and can present their work to a small group of peers or to the whole class.

These tasks can also be redesigned as a more complex 3-member small-group project

where students are charged with coming up with a presentation for children that

involves a police officer as the speaker, aided by “projected” illustrations and

actors/mimes. In either case, closing group discussion should focus on why rules and

laws are important in democratic communities.

Illustrator

(Visual-Spatial)

Create illustrations for our classroom gallery that show what

happens when children or their parents do not follow state and

national rules/laws. Choose state and national rules/laws that

you think are especially important for kids to know about. Title

your illustrations with the rule/law and be ready to answer

questions from gallery visitors about and explain what each one

shows.

Actor/Mime

(Bodily-Kinesthetic)

Alone or with a partner, act out a silly skit or mime for other

children your age that shows what happens when someone

does not follow certain rules and laws. Choose state and

national rules/laws that you think are especially important for

kids to know about. Be ready to explain what your skit or mime

shows and answer questions from your audience.

Police Officer

School Ambassador

(Verbal-Linguistic)

Imagine that you are police officer who talks to school children

about following rules and laws (like Officer Buckle in Officer

Buckle and Gloria by Peggy Rathmann). Prepare the speech part

of a presentation about state and national rules and laws that

you think are important for kids to know about. Make sure you

talk about what could happen if the rules/laws are NOT

followed. Be ready to answer questions from your audience.

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Topic: Impact of Current Technologies Grade Level: Grade 2

Related Standard: 2.ETS2.2


• Definition of technology

• Examples of current

technologies that shape

human life and the

natural world

• Technologies have both

positive and negative

impacts on human life

and the natural world.

• Predict and explain how

human life and the

natural world would be

different without

current technologies.

Context: These tasks follow a lesson focused on how technologies impact life for

humans, animals, and plants. Students choose the task that appeals to their interests.

The technologies can be teacher-provided, student-identified, or a combination.

Children’s Storybook

Author

(Verbal-Linguistic)

Write a story that imagines that current technologies like

_________ were never invented. It can be serious or funny but

should show ways that you predict human life and the natural

world would be different without these technologies.

Artist/Cartoonist

OR Mapmaker

(Visual-Spatial)

Draw a series of “with” and “without” pictures or cartoons that

show and explain what human life and the natural world is

like with—and would be like without—current technologies

such as ____________. OR Design a map of what parts of our

community would look like if current technologies such as

___________ were never invented. Remember to think about

ways that human life and the natural world would change.

Tour Guide

(Interpersonal)

You live and work as a tour guide in a town where the citizens

(including you!) have all agreed to not use current

technologies like ____________. Plan a tour for curious tourists

who would want to see the ways human life and the natural

world is different from most other places. Include what you

would show and tell visitors.

Diarist

(Intrapersonal)

Imagine that you wake up one day and find out that current

technologies like ______________ have suddenly disappeared.

What would your life be like from then on? How would the

natural world be affected? Write a diary entry with sketches

that gives and explains your predictions.

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